TASK-BASED LEARNING IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM: WHAT, HOW AND WHY?
Task-based Learning is increasingly prevalent worldwide. It emphasizes on authentic language use and asks students to perform meaningful tasks. English teaching by tasks is considered useful in a language classroom because the students are expected to learn better the target language when tasks are used in language teaching. The tasks are designed to establish a real language use objectives and to create a natural language acquisition setting. Task-based Learning, often considered being the powerful Communicative Language Teaching (CLT) version, gradually becoming second-language learning. This article describes the Task-based Learning definition, to recognize the principles and characteristics of Task-based Learning, to examine how to implement Task-based Learning in the English classroom, and to clarify the advantages of this approach.
Albino, G. (2017). Improving speaking fluency in a task-based language teaching approach: The case of EFL learners at PUNIV-Cazenga. SAGE Open, 7(2), 1-11.
Nadia, T., Khan, S., & Kiran. (2014). The Effectiveness of TBL in EFL Learners’ Performance in Pakistan. European Academic Research, 2(4), 4665-4677.
Allwright, R. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5, 156-171.
Bailey, K.M. and Nunan, D. (1996). Voices from the language classroom: qualitative research on language education. New York: Cambridge University Press.
Breen, M., & Candlin, C. N. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1, 89-112.
BüyükkarcÕ, K. (2009). A critical analysis of Task-based Learning. Kastamonu Journal of Education, 17(1), 313-320.
Chua, H. W., Lin, C. Y. & Kamarul Azlan, M. A.. (2018). The Influence of Task-Based Language Teaching and Audio-Lingual Teaching Approach on Mandarin Language Learning Outcomes. PEOPLE: International Journal of Teaching, Education and Learning. 2(3).
Chua, H.W & Lin, C.Y. (2020). The effect of Task-based Language Teaching in learning motivation. International Journal on Social and Education Sciences, 2(1), 41-48.
Edwards, C. & Willis, J. (2005). Teachers exploring tasks in English language teaching. Houndmills: Palgrave MacMillian.
Ellis, N. C. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143–188. http://dx.10.1017/S0272263102002024
Ellis, R. (2003). Task-based language learning and teaching. Oxford, England: Oxford University Press.
Galliot, L. (2007). Language acquisition is a matter of exposure. Retrieved from New York Times: http://www.nytimes.com/2007/04/26/style/26iht-alang.1.5454742.html
Guerrero, B.R., Fray, L.F., Fray, J.I., & Valle, V.V. (2020). Task-Based Learning Approach to enhance oral production in university setting, Dom. Cien. 6(2), 554-586.
Hakim, A.R. (2019). The Influence of Task Based Language Teaching and Learning Motivation Toward Writing Achievement. Journal of English Teaching, Linguistics, and Literature, 1(1), 37-53.
Harmer, Jeremy. (1998). How to teach English: An introduction to the practice of English language teaching. England : Longman
Hassan, A. A (2014). The effect of using task - based learning in teaching English on the oral performance of the secondary school students. International Interdisciplinary Journal of Education. 3(2), 250-264.
Huang, Danyan. (2016). A study on the application of Task-based Language Teaching Method in a comprehensive English class in China. Journal of Language Teaching and Research, 7(1), 118-127. http://dx.doi.org/10.17507/jltr.0701.13
Hui, O. L. (2004). Teachers’ perceptions of task-based language teaching: Impact on their teaching approaches. Available on The HKU Scholars Hub. The University of Hong Kong.
Jeon, I and Hahn, J. (2006). Exploring EFL Teachers’ Perceptions of Task-Based Language Teaching: A Case Study of Korean Secondary School Classroom Practice. Asian EFL Journal, 8(1). Retrieved at 22nd July 2020 from http://www.asian-efl-journal.com/March06_ijj&jwh.pdf
Kavaliauskiene, G. (2005). Task-based Learning and learning outcomes in the ESP classroom. Kalbų Studijos, (7), 66-70.
Krashen, S.T. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Ki, W. W. (2000). ICT Applications in Task-based Learning. In N. Law and et. al. 6. Chang¬ing Classrooms & Changing Schools: A Study of Good Practices in Using ICT in Hong Kong Schools (pp: 79-91). Hong Kong, Friendship Printing Co., Ltd.
Larsen-Freeman, Diane. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
Lightbown, P. M., & Spada, N. (2006). How Languages Are Learned (3rd ed.). Oxford: Oxford University.
Lin, Z. (2009). Task-based Approach in Foreign Language Teaching in China: A Seminar Paper Research Presented to the Graduate Faculty, University of Wisconsin-Platteville. Available online at http://minds.wisconsin.edu/bitstream/handle/1793/34571 /Zhu,%20Lin.pdf.txt?sequence=3, accessed August 2, 2020
Nhem, D. (2019). Cambodian EFL teachers’ and learners’ beliefs about communicative language teaching. The Asian Journal of Applied Linguistics, 6(2), 238-251.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
_______. (1991). Language Teaching Methodology: A textbook for teachers. United Kingdom: Prentice Hall International (UK) Ltd.
Richards, J., and Rodgers, T. (2001). Approaches and Methods in Language Teaching. Second Edition. New York: Cambridge University Press.
Ritchie, G. (2003). Presentation-practice-production and Task-based Learning in the light of second language theories. The English Teacher: An International Journal, 6(2), 112-124.
Robinson, P. (2001). Task complexity, task difficulty and task production: Exploring Interactions in a componential framework. Applied Linguistics, 22(1), 27–57. http://dx.doi.org/10.1093/applin/22.1.27
Ruso, N. (1999). The Influence of Task Based Learning on EFL Classrooms. Asian EFL Journal, 1-23.
Shehadeh, A., & Coombe, C. (2010) Applications of Task-based Learning in TESOL. Alexandria, VA: TESOL Inc.
Skehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics, 18, 268-86.
________. (2003). Task-based instruction. Language Teaching, 36(1). 1–14.
________. (2014). Limited attentional capacity, second language performance, and task-based pedagogy. In Peter Skehan (ed.), Processing perspectives on task performance, 211–260. Amsterdam: John Benjamins.
Solares, M. E. (2006). TBLT: Challenges and Problems in an Online Course Design for 15. Teacher Development. On line Documents at http://www.tblt.org/download/solares.doc [22.07.2020]
Sơn , Nguyễn Văn. (2016). Task- Based Learning: Arguments and Concerns. International Journal of New Technology and Research (IJNTR). 2(10), 63-66.
Swan, M. (2005). Legislation by Hypothesis: The Case of Task-Based Instruc¬16. tion. Applied Linguistics 26 (3), 376–401.
Van den Branden, K. (2006). Task-based language education: From theory to practice. Cambridge, UK: Cambridge University Press.
Voke, H. (2002). Understanding and responding to the teacher shortage (ASCD Infobrief). Washington, DC: Association for Supervision and Curriculum Development.
Willis, J. (1996). A Framework for Task-based Learning. Harlow: Longman.
Yen, P. H. (2016). Challenges of shifting to task-based language teaching: A story from a Vietnamese teacher. Can Tho University Journal of Science, 37-45.
pdf downloads: 312