The relationship between EFL teachers’ perception of task-based language teaching and their dominant teaching style

Aliasin, Seyed Hesamuddin; Saeedi, Zahra; Pineh, Aiyoub Jodairi

doi:10.1080/2331186x.2019.1589413

Cited by 13 publications

(15 citation statements)

References 22 publications

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“…Furthermore, (Aliasin et al, 2019) analyzed the relationship between teachers' perceptions of English as a foreign language with a focus on task-based language teaching and their dominant teaching style in Iran using a questionnaire. This study found that the teacher's perception was a predictor of the dominant teaching style.…”

Section: Literature Review English Teaching Methodsmentioning

confidence: 99%

The Most Effective English Teaching Methods in Rural Schools

Nama

Ate

2022

JAS

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Effective teaching methods in many contexts are still a concern when it comes to teaching English as a foreign language in Indonesia. It relates to a lack of English proficiency. Even after six years of formal language learning, students can still not acquire productive English abilities such as speaking and writing. This study's main objective is to find the English teachers' perspectives concerning the most effective teaching methods in rural schools throughout four districts, Malaka, Kupang, Timor Tengah Utara, and Timor Tengah Selatan. The mixed-method was administered through a questionnaire, data collected from 26 English teachers at Senior High School who met the criteria. In addition, eight respondents were interviewed to learn how to apply effective methods. The most effective methods of teaching English in rural areas include Suggestopedia, Audio-Lingual Method, Communicative Language Teaching, and Task-Based Language Teaching.

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Section: Literature Review English Teaching Methodsmentioning

confidence: 99%

The Most Effective English Teaching Methods in Rural Schools

Nama

Ate

2022

JAS

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“…As a significant pedagogical approach, task-based learning (TBL) has gained considerable attention over the past three decades (Long, 2015). It is a process-oriented approach and has been widely used to develop learners' language skills (Aliasin et al, 2019;Ding, 2016). Although there is no unified definition of tasks, some common features have been identified, i.e., goal-oriented, meaning-focused, and communication-centered (Ellis, 2012).…”

Section: Mobile-assisted Task-based Learningmentioning

confidence: 99%

“…Ellis (2003) highlighted that the task-based approach emphasizes classroom interactions. Other advantages of TBL include offering more chances for trying out communicative strategies and increasing input of target language (Aliasin et al, 2019;Page & Mede, 2018). In addition, Samuda and Bygate (2008) maintained that TBL is a holistic approach with the overarching purpose of enhancing language development, with which Ellis (2009) concurred.…”

Section: Mobile-assisted Task-based Learningmentioning

confidence: 99%

Systematic Review of Mobile-Assisted Task-Based Learning Based on WoS (2013-2022)

Jia

Harji

2022

JITE:Research

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Aim/Purpose: The aim of this paper is to present a systematic review of studies conducted on mobile-assisted task-based learning between 2013 and 2022. The primary objectives of the review are to elicit educational and learning contexts, research areas and foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in mobile-assisted task-based learning. Background: Conventional task-based learning has evolved over the last decade with numerous researchers incorporating various mobile technologies and devices to enhance the task-based approach. This paper presents a systematic review of task-based learning, specifically with the adoption of the mobile-assisted method in delivering tasks. Methodology: To provide viable discussions and maintain the accuracy of the review, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Liberati et al., 2009) protocol items were adhered to. The papers for review were sourced from ISI Web of Science within the last decade from 2013 to 2022. The outcome of screening based on the inclusive and exclusive criteria as well as from the backward search resulted in 16 papers out of 276 papers that were eventually reviewed and analyzed. Contribution: This study is of significant value, especially during the post-pandemic period, as mobile task-based learning provides for flexibility and portability, and to date, no systematic reviews have been conducted specifically on mobile-assisted task-based learning in the last decade. This review looked at the study characteristics, educational and learning contexts, research areas and research foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in the papers on mobile-assisted task-based learning. In addition to attributing to the existing body of knowledge, this paper provides insights for researchers, educators, as well as mobile technology developers for consideration. Findings: Major findings are that all papers are on language learning, with English as a foreign language being the most frequently researched area, and most of the studies are conducted in higher education contexts. Informal learning has become a critical learning setting, and language proficiency and participant perceptions are the two major foci. In addition, no studies have been found to combine mobile learning and social media platforms together to promote language acquisition. Recommendations for Practitioners: This systematic review provides practitioners with an overview of mobile technologies that have been found to be effective in the task-based approach for different educational levels and language skills. These effective mobile technologies could be considered for adoption in their respective contexts. Recommendation for Researchers: For researchers, the time frame for a systematic review could be expanded to increase the number of papers for review. In addition, to ensure the comprehensiveness of findings, big data analysis software could be employed to analyze the research foci, research trends, and research shifts. Additional databases could be added for more extensive review. Impact on Society: The research findings of this paper can provide benefits for researchers, educators, and mobile technology developers for them to collaboratively promote the development of mobile-assisted task-based learning. Future Research: Future researchers could conduct in-depth empirical studies on mobile seamless learning, research with tasks that are designed based on learners’ needs analysis and explore cognitive load as well as learning anxiety which are not extensively researched.

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“…However, the approach practiced by Nani in this study indicates the pattern of needs, beliefs, and behaviors that she believes can solve the problems in the classroom. Geared by a multidimensional construct framework (Grasha, 1996), teachers with a personal model teaching style make an effort to provide personal examples to teach the material and establish a prototype to instruct learners how to think and behave, demonstrate how to do things by acting as a role model, and encourage learners to observe and then to imitate them (Aliasin, Saeedi, & Pineh, 2019).…”

Section: Coping With Students' Low Interest and Ability In Englishmentioning

confidence: 99%

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

Anwar

Ubaidillah

Sulistiyo

2020

JLE

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Geared by the scant number of studies on EFL teachers’ classroom management in remote secondary schools in Indonesia, this study seeks to investigate teachers’ involvement in classroom management complexities and to what extent they deal with such predicaments. Data were collected through interviews with the teachers within three months and analyzed narratively. The findings suggest that they encountered multi-facet complexities such as (a) lacking learning facilities in terms of electricity supply, (b) students’ demotivation and inability to use English, and (c) teachers' dilemmas in applying the new curriculum. To deal with such quandaries, the teachers made use of (a) a teacher-centered approach, (b) group learning, (c) students’ row seating positions, and (d) non-integrated language skills learning. The implications of this study are discussed at the end of the paper.

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The relationship between EFL teachers’ perception of task-based language teaching and their dominant teaching style

Cited by 13 publications

References 22 publications

The Most Effective English Teaching Methods in Rural Schools

The Most Effective English Teaching Methods in Rural Schools

Systematic Review of Mobile-Assisted Task-Based Learning Based on WoS (2013-2022)

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

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