Integration of Task-Based Approaches in a TESOL Course

Chien, Chin-Wen

doi:10.5539/elt.v7n9p36

Cited by 4 publications

(5 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, variations among learners may yield differing learning outcomes. Hence, teachers must consider learners' characteristics, educational goals, and available resources when implementing TBLT to ensure task effectiveness and teaching success [73][74][75].…”

Section: Task-based Language Learningmentioning

confidence: 99%

Exploring the Role of TESOL in Enhancing Education for Marine Engineering Undergraduate Students: A Literature Review

Si,

Zhang

2024

Eng. Solut. Mech. Mar. Struct. Infrastruct.

View full text Add to dashboard Cite

The utilization of English within the domain of marine engineering holds paramount significance, especially as exploration of the oceans continues and the field of marine engineering undergoes globalization. Nevertheless, traditional English education in marine engineering exists certain shortcomings. Teaching English to Speakers of Other Languages (TESOL), as an educational technology, harbours the potential to overcome these deficiencies. This paper conducts an analysis of the current state of marine engineering English education and related research areas, while scrutinizing the application needs and characteristics of marine engineering English. These analyses are compared with the attributes of TESOL education technology to explore its potential applicability. This paper provides a comprehensive examination of the field, pinpointing its inherent limitations. Among these challenges are hurdles in educator training, technical complexities, and a paucity of teaching resources. Additionally, it offers insightful recommendations for advancement and outlines promising prospects for the future. Essentially, this paper serves as a commendable coupling of arts and sciences, offering a valuable reference point for the advancement of English language education within the realm of marine engineering.

show abstract

Section: Task-based Language Learningmentioning

confidence: 99%

Exploring the Role of TESOL in Enhancing Education for Marine Engineering Undergraduate Students: A Literature Review

Si,

Zhang

2024

Eng. Solut. Mech. Mar. Struct. Infrastruct.

View full text Add to dashboard Cite

show abstract

“…Task-Based Language Teaching (TBLT) is an innovative pedagogical approach that has gained prominence in the field of Teaching English to Speakers of Other Languages (TESOL) over the past few decades (Chien, 2014). Incorporating TBLT principles into TESOL contexts has shown promise in fostering language proficiency and promoting learner engagement.…”

Section: Task-based Language Teaching (Tblt) In Tesolmentioning

confidence: 99%

Assessing the Efficacy of Task-Based Language Teaching in TESOL Settings

Almefleh,

Alshuraiaan,

Alhajiri

2023

bjtep

View full text Add to dashboard Cite

Task-Based Language Teaching (TBLT) is a promising approach to English language teaching that has the potential to enhance English language learning outcomes in Kuwaiti higher education institutions. However, it is important to consider the Kuwait-specific factors that can influence its effectiveness. This study investigated the effectiveness of TBLT in Kuwait and the Kuwait-specific factors that can influence its effectiveness. Data were collected through in-depth, semi-structured interviews with the selected educators. The study involved 12 educators from Kuwait's higher education sector. Participants were purposefully selected based on their experience in TBLT implementation to ensure that their insights and experiences aligned with the research focus. The study's findings suggest that TBLT is an effective approach to teaching English in Kuwait. Students who participated in the study reported that TBLT helped them improve their English language skills in several ways, including improved communication skills, increased fluency and accuracy, developed critical thinking and problem-solving skills, and increased motivation and engagement. The study also identified a number of Kuwait-specific factors that can influence the effectiveness of TBLT. These factors include learner characteristics, teacher perspectives, and curriculum design. It is important to design TBLT tasks that are appropriate for all learners' needs, provide teachers with training and support to help them implement TBLT effectively, and align the Kuwaiti curriculum with the principles of TBLT. The study concludes with recommendations for promoting the effective implementation of TBLT in Kuwaiti higher education institutions. These recommendations include providing TBLT teachers with training and support, aligning the Kuwaiti curriculum with the principles of TBLT, designing TBLT tasks that are appropriate for the needs of all learners, and conducting further research to investigate the long-term effects of TBLT on English language learning outcomes. Finally, the study's findings have implications for educators in Kuwaiti higher education institutions. By understanding the effectiveness of TBLT and the Kuwait-specific factors that can influence its effectiveness, educators can promote the effective implementation of TBLT and enhance English language learning outcomes for Kuwaiti students.

show abstract

“…Teachers should be able to get a conceptual and practical grip on the new ideas or tools easily." Many previous studies have reported that teachers struggled with task complexity and task design (Brandl, 2009(Brandl, , 2017Carless, 2004;Chien, 2014;Van den Branden, 2006a).…”

Section: Discussionmentioning

confidence: 99%

“…These studies shared a common theme in that although teachers held a positive attitude towards or understanding of TBLT, they still did not use TBLT in their classroom because of several constraints. While most studies in this section investigated in-service teachers, only two studies (i.e., Chien, 2014;Jackson, 2012) looked at teachers' perspectives of TBLT in teacher education context as discussed below.…”

Section: Other Efl Contextsmentioning

confidence: 99%

“…This led the researchers to recommend changes in practice including providing more opportunities to learn about TBLT in workshops focusing on the flexible national school syllabus, an alternative assessment system and TBLT-related teaching materials in the market. A study conducted by Chien (2014) understandings and practice of TBLT using interviews and observations. They concluded that the teachers struggled with implementing TBLT in ways that were congruent with the principles in the literature.…”

Section: Other Efl Contextsmentioning

confidence: 99%

See 1 more Smart Citation

The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers

Jaruteerapan¹

View full text Add to dashboard Cite

<p>Despite substantive empirical evidence for the efficacy of task-based language teaching and learning (TBLT), research shows that the classroom implementation of TBLT has often met with mixed success, especially in Asian EFL contexts (Adams & Newton, 2009; Butler, 2011, 2017; Thomas & Reinders, 2015). One of the reasons is teachers’ lack of understanding of TBLT (e.g., Carless, 2009) and it is this factor that the research focused on. Although TBLT is not widely known or practised in Thailand, its potential has been noted (McDonough & Chaikitmongkol, 2007), and so this is an important topic to address in this context. The research consisted of a two-phase, exploratory, qualitative study into the introduction of a new module on task-based language teaching (TBLT) in the methodology course in the final year of a pre-service EFL teacher education programme in a Thai university. Data was collected from a class of 31 EFL student teachers (STs) in their final (fourth) year of study in the programme and three STs in a one-year teaching practicum at a secondary school. Phase one investigated evidence of learning in the stated understandings of the STs and in their ability to design a task-based lesson at the conclusion of the TBLT module. Data consisted of pre-and post-course questionnaires, lesson plans designed by the STs, and focus-group interviews. The findings showed that after the 5-week TBLT module, two third of the class had developed a favourable disposition towards TBLT. At the conclusion of the module all the STs were able to plan a task-based lesson that broadly reflected principles of TBLT although there was evidence of limited understanding of task features and of difficulties with the task design process. Phase two involved case studies of three of the STs as they undertook a one-year teaching practicum at a secondary school. During the practicum, lesson planning and classroom observation data (video/audio-recordings and observation notes) was collected in three phases: (1) prior to being given any additional lesson planning guidance; (2) during the process of collaborative lesson planning with the researcher; and (3) in subsequent independently planned and taught lessons. In addition, data collection included stimulated recall interviews, semi-structured interviews and group interviews with the teachers and with students from their classes. The data shows how the STs’ understandings and teaching practices developed across these three phases as well as the affordances and constraints that shaped their adoption of TBLT. Learners in the STs’ classes actively engaged in the task-based lessons and reported positive attitudes towards the lessons. In conclusion, the study contributes to the field of TBLT research by providing insights into the processes by which TBLT can be introduced into pre-service teacher education in a context where it has previously not been widely disseminated or understood. Evidence presented in the study shows that the TBLT innovation was broadly successful in terms of its impact on the understandings and teaching practice by STs, at least as measured over the period of the STs main practicum experience.</p>

show abstract

Integration of Task-Based Approaches in a TESOL Course

Cited by 4 publications

References 33 publications

Exploring the Role of TESOL in Enhancing Education for Marine Engineering Undergraduate Students: A Literature Review

Exploring the Role of TESOL in Enhancing Education for Marine Engineering Undergraduate Students: A Literature Review

Assessing the Efficacy of Task-Based Language Teaching in TESOL Settings

The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers

Contact Info

Product

Resources

About