Selecting and adapting tasks for mixed‐level English as a second language classes

Abbott, Marilyn L.

doi:10.1002/tesj.386

Cited by 6 publications

(4 citation statements)

References 6 publications

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“…The result is partially in line with previous research (Monks & Schmidt, 2011), reporting that class size has direct effect on learners' performance. As suggested in methodology literature, an effective approach to help learners with learning outcomes in heterogeneous, mixed-level classes is to undertake task-based language teaching in which teachers can begin with a needs analysis to determine the types of reallife tasks learners need to accomplish, and then classroom tasks are developed to meet the learners' language use needs (Abbott, 2018).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Perceptions Towards Implementing Outcome-Based Approach for Teaching Young Learners

Hung

2021

EJEL

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In recent years, the implementation of outcome-based approach has been much emphasized as an increasing effort to improve educational quality and institutional accountability. Relatively contrary to the traditional education, outcome-based approach has put much emphasis on learners and their learning process. Understanding teachers’ beliefs about learning outcomes and outcome-based approach can help reinforce teaching practices. This small-scaled study investigated a group of 32 teachers of young learners about their perceptions of implementing outcome-based education at the Center for Foreign Languages in Can Tho City in Vietnam. Overall, the teachers indicated positive perceptions towards practices of using learning outcomes and presented typical challenges of implementing learning outcomes for teaching young learners. There were several major recommendations for teachers for effective implementation of outcome-based approach. Article visualizations:<img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" />

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Section: Discussionmentioning

confidence: 99%

Teachers’ Perceptions Towards Implementing Outcome-Based Approach for Teaching Young Learners

Hung

2021

EJEL

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“…The teachers did not believe that LwSENs should be pushed to achieve targets that they might have difficulty achieving. One key principle in task adaptation, as stated in Abbott's (2019) article, is offering leveled answers for different learners. Therefore, teachers in special schools should encourage a variety of responses from LwSENs, such as tactile feelings, tracing, copying, and writing words and producing simple sentences.…”

Section: Tasks That Unfold Like a Projectmentioning

confidence: 99%

“…Articles published in TESOL Journal ( TJ ) and elsewhere have depicted task‐based language teaching as versatile and flexible; it is never a fixed approach irrespective of who uses it. As Abbott (2019) emphasizes, TBLT is a learner‐sensitive teaching approach; it is a teacher's situational response to learners’ needs in a particular teaching context. A number of articles have reported difficulties with TBLT implementation in different teaching contexts (Kessler et al, 2021; Lin & Wu, 2012).…”

Section: Introductionmentioning

confidence: 99%

Ideating task‐based designs for special education learners

Chan

2023

TESOL Journal

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The task‐based language teaching (TBLT) approach has long drawn data from general learners and developed theories on the basis of those data. In this article, the author explores how to adapt TBLT materials for learners with special educational needs (LwSENs) who have difficulty learning, thinking, and communicating. TBLT conceptualizes proficiency‐oriented targets differently than SEN, which emphasizes remedial teaching methods. Using visual images and textual definitions, this study probes special educators' ideal learning tasks, a method derived from phenomenology, which studies things in the world by studying people's perceptions of them. Visuals and texts as eidetic tools enabled the researcher to collect data of perception from nine core participants, which showed their excitement and trepidation regarding using tasks to teach. Results showed that special educators preferred project‐like tasks with game plans and goal‐oriented outcomes and were pessimistic about the possibility of developing a fully proficiency‐targeted approach for teaching LwSENs. Their preference for simple materials may contradict the expectation that the TBLT approach will produce high‐quality outputs among LwSENs. As a means of closing these knowledge gaps, this article responds to the special educators’ task design ideas and proposes solutions for developing appropriate materials.

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“…There are many challenges when teaching English in mixed-level classes. For example, selecting and adapting tasks are extremely difficult (Abbott, 2019). In the researched context, large classes with varying levels have been considered one of the most common challenges for EFL teachers to implement their teaching techniques effectively (Hung, 2021).…”

Section: " (C)mentioning

confidence: 99%

Role-Playing or Retelling Stories: Which One is Preferable in the Post-Reading Stage? - Answers from Direct Stakeholders in English Classes

Le,

Hinh,

2023

INT J INSTRUCTION

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Several studies have indicated the benefits of role-playing (RP) and retelling stories (RS) in English language teaching. However, almost none of them has examined the users' preferences for these techniques in English as a foreign language (EFL) teaching and learning, especially in the post-reading stage. Consequently, this current study was conducted to investigate the EFL teachers' and students' perceptions of the benefits and challenges of using the two techniques as post-reading activities. Besides, the stakeholders' preferences between RP and RS were examined. There were three EFL teachers and 109 students participating in this current study. The study used a questionnaire, semistructured interviews, and focus group interviews to collect data. The results revealed that RP was useful for developing EFL students' socialization and brightening the learning atmosphere, and RS helped improve students' linguistic competencies. Nevertheless, the techniques caused much noise, were unsuitable for large and mixed-level classes and encountered students' unwillingness to participate. Besides, two-thirds of EFL teachers preferred RP more than RS. On the other hand, EFL students preferred RS to RP due to their constraints. Based on the study results, pedagogical implications have been made for better implementation of the techniques.

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Selecting and adapting tasks for mixed‐level English as a second language classes

Cited by 6 publications

References 6 publications

Teachers’ Perceptions Towards Implementing Outcome-Based Approach for Teaching Young Learners

Teachers’ Perceptions Towards Implementing Outcome-Based Approach for Teaching Young Learners

Ideating task‐based designs for special education learners

Role-Playing or Retelling Stories: Which One is Preferable in the Post-Reading Stage? - Answers from Direct Stakeholders in English Classes

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