Task-Based Language Teaching Approach for Improving Speaking Fluency: Case Study of Trainee Teachers in West Bengal

Hasnain, Shazia; Halder, Santoshi

doi:10.1080/02604027.2021.1996189

Cited by 5 publications

(5 citation statements)

References 53 publications

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“…Given these facts, teaching challenges and possible solutions revealed from the tutors' experiences are expected to shed light on other English practitioners for attaining learning outcomes effectively [22], [23]. In addition, the study's pedagogical consequences include information on the need for fluency-based learning activities in addition to accuracy-based ones in English language instruction programs [24] and to obtain a more representative scope of inquiry, it is recommended that future research investigate teacher professional development (TPD) [25] while instructing English speaking in Kampung Inggris.…”

Section: Motivating English Language Tuteesmentioning

confidence: 99%

Teaching speaking in Kampung Inggris: the tutors’ challenges and solutions

Andriani,

Abdullah,

Hidayati

et al. 2024

EduLearn

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Teaching English speaking has become a centre of attention among scholars and teaching English to speakers of other languages (TESOL) practitioners for a few decades. However, the issue of teaching English speaking in Kampung Inggris/English Village remains under-researched, notably viewed from the tutors’ challenges and solutions in the Indonesian English as a foreign language (EFL) milieu. This study addressed this gap. Two English tutors from Kampung Inggris/English Village got involved as the participants. The data were collected through semi-structured interviews and analyzed with thematic analysis. The findings reported that there were five challenges encountered by tutors when teaching English speaking, namely tutors' inability of exploring English language teaching materials, tutors' insufficient English vocabulary, tutors' ineffective time management during language teaching practices, demotivated tutees to learn English, and perceived teaching anxiety. In addition, the tutors stipulated four solutions to cope with such challenges, namely building a good rapport between tutor and tutees, tutors' self-motivation to English vocabulary enrichment, selecting appropriate and providing updated English language teaching materials, and motivating English language tutees. Therefore, teaching English speaking should not only rely on immersing students in fluency-based activities but also manage tutees' psychological factors to attain more effective teaching English speaking objectives.

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Section: Motivating English Language Tuteesmentioning

confidence: 99%

Teaching speaking in Kampung Inggris: the tutors’ challenges and solutions

Andriani,

Abdullah,

Hidayati

et al. 2024

EduLearn

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“…By avoiding repetition of topics, the test minimises the influence of memorisation or familiarity with the questions, enabling a more accurate assessment of participants' ability to effectively communicate in diverse contexts. The tests' format adhered to standardised test-style questions, as recommended by Hasnain and Halder (2021), ensuring consistency and comparability. Participants' responses were transcribed to facilitate a comparative analysis of pre-and post-test performance.…”

Section: Thai Speaking Testsmentioning

confidence: 99%

“…To accomplish this objective, a set of five distinct types, namely comparing tasks, jigsaw tasks, sharing personal experience tasks, narrative tasks, and decision-making tasks, as outlined in Table 3 was created. The decision to incorporate these diverse task types was informed by pertinent literature (e.g., Hasnain & Halder, 2021) and rooted in several justifications. Primarily, the inclusion of a variety of task types enables a comprehensive assessment of the learners' language proficiency and their ability to apply language skills across different contextual frameworks.…”

Section: Collaborative Taskmentioning

confidence: 99%

“…Learners are encouraged to employ the target language in assigned tasks without excessive concern for grammatical errors. The effectiveness of TBLT in enhancing speaking skills is supported by a substantial body of research (Canto et al, 2014;Castañeda, 2021;Chen, 2020;Hasnain & Halder, 2021;Namaziandost et al, 2019). Researchers further emphasise the task-based and collaborative nature of language acquisition in 3DVWs (Kozlova & Priven, 2015;Peterson, 2010;Varli, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Enhancing L2 speaking proficiency through collaborative tasks in RILCA world: the case of East Asian learners

Wiboolyasarin,

Jinowat,

Wiboolyasarin

et al. 2023

Asian. J. Second. Foreign. Lang. Educ.

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The use of three-dimensional virtual worlds (3DVWs) in language education has been widely acknowledged in the field, and researchers have expressed a growing interest in their proliferation in second language (L2) learning and instruction. In order to improve the Thai-speaking abilities of learners of Thai as a foreign language (TFL) in three Asian nations, this study implemented collaborative tasks in the Redesign of Instruction for foreign Language and Communication Achievement (RILCA) World hosted by Second Life over a 10-weeks period. The participants were forty second-year undergraduate students enrolled in Thai courses in China, Japan, and Hong Kong. A pre-experimental design was employed, which involved administering a pretest measure, followed by ten identical collaborative tasks, and a posttest to each of the three classes in RILCA World. The results of the investigation demonstrate that the use of collaborative tasks in RILCA World can provide L2 learners with educational opportunities that are unrestricted by time and geography and enhance TFL speaking results. The implications of these findings for the applicability of 3DVWs and collaborative tasks in boosting foreign language speaking skills are highlighted. The collaborative tasks and insights presented in this study not only serve as a practical resource for TFL educational scenarios, but also contribute to the body of knowledge regarding a range of L2 learning and teaching in 3DVWs.

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“…The study will employ quantitative methods to test these hypotheses, surveying a sample of students in private schools in Erbil to measure their English language proficiency, intrinsic motivation, confidence in using English, and the extent of TBLT implementation in their classes (Hasnain & Halder, 2021). The analysis will aim to establish the relationship between these variables, contributing to a deeper understanding of the impact of TBLT on English language education in this context.…”

Section: Theoretical Developmentmentioning

confidence: 99%

Task-Based Language Teaching: A Pedagogical Approach for Improving English Proficiency: Analysis of Private Schools in Erbil

Kawa,

Nidham

2023

OTS

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This research study investigates the relationship between Task-Based Language Teaching (TBLT) and English language proficiency among students in private schools in Erbil, Kurdistan. The study is underpinned by communicative language teaching principles and second language acquisition theories, which emphasize the importance of meaningful communication and contextual learning. The research hypothesizes that TBLT is associated with improved language proficiency, enhanced intrinsic motivation, and increased confidence in using English for real-life communication. The study's findings confirm these hypotheses, demonstrating a statistically significant positive relationship between TBLT implementation and English language proficiency. Moreover, TBLT outperforms traditional teaching methods in fostering language proficiency. The study also reveals that TBLT positively correlates with increased intrinsic motivation, contributing to improved language skills. Contextual learning afforded by TBLT is found to enhance practical understanding of English language skills. Additionally, TBLT enhances students' confidence in using English for real-life communication, a vital aspect of language proficiency. These findings suggest the potential of TBLT as an effective pedagogical approach for enhancing English language education in private schools in Erbil. The study concludes by offering recommendations for the implementation of TBLT and the importance of teacher training, motivational strategies, and long-term impact studies in the context of language education.

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Task-Based Language Teaching Approach for Improving Speaking Fluency: Case Study of Trainee Teachers in West Bengal

Cited by 5 publications

References 53 publications

Teaching speaking in Kampung Inggris: the tutors’ challenges and solutions

Teaching speaking in Kampung Inggris: the tutors’ challenges and solutions

Enhancing L2 speaking proficiency through collaborative tasks in RILCA world: the case of East Asian learners

Task-Based Language Teaching: A Pedagogical Approach for Improving English Proficiency: Analysis of Private Schools in Erbil

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