Task-based language teaching

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1 - The Effect of Brain Dominance on Task-based Reading Comprehension among Iranian EFL Learners
Armin Hormozi Zohreh Gooniband Shooshtari Sediqeh Vahdat

10.30486/relp.2021.1930940.1276

One of the decisive factors affecting language learners’ learning is brain dominance. The present research was conducted to investigate the effect of brain dominance on task-based reading comprehension of Iranian EFL learners. To this aim, 50 intermediate Iranian أکثر

One of the decisive factors affecting language learners’ learning is brain dominance. The present research was conducted to investigate the effect of brain dominance on task-based reading comprehension of Iranian EFL learners. To this aim, 50 intermediate Iranian EFL learners were selected as the study sample. The instrumentation included the ECPE test of proficiency, a hemispheric dominance questionnaire and a reading comprehension post-test. The four tasks of Problem Solving, Information Gap, Jigsaw, and Decision Making were chosen. Statistical analysis revealed that the difference in the performance of the three groups of right-, left-, and whole-brainers was insignificant on all of the presented tasks. Thus, it was found that brain dominance, as an independent variable, is not a correlate of success and achievement on task-based reading comprehension, as a dependent variable. تفاصيل المقالة

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2 - Exploring the Effect of Task-Based Language Teaching on Reading Comprehension: Evidence from Iranian Intermediate EFL Learners
Maryam Riazi Ahmadsaraei Abbas Pourhosein Gilakjani

10.30486/relp.2022.1953908.1368

The current research investigated the impact of task-based language teaching (TBLT) on Iranian intermediate EFL learners’ reading comprehension ability. To this end, a total of sixty EFL learners were chosen based on their performance on Oxford Quick Placement Tes أکثر

The current research investigated the impact of task-based language teaching (TBLT) on Iranian intermediate EFL learners’ reading comprehension ability. To this end, a total of sixty EFL learners were chosen based on their performance on Oxford Quick Placement Test (OQPT). Next, the researchers divided them into one experimental and one control group. At the beginning of this study, a pretest reading was run for both groups to examine their reading before introducing the treatment. Then, the experimental group was treated for ten sessions, which received training reading comprehension skills based on TBLT, whereas the control group received a placebo (teaching reading via the existing method). At the end of the study, both groups took part in the reading post-test. The researchers analyzed the data using Independent and Paired Samples T-test methods. The results represented that TBLT had a statistically significant effect on reading comprehension of Iranian intermediate learners. The results demonstrated that there was a statistically significant difference in post-test scores between the control and experimental groups. That is, the experimental group performed better than the control group in the post-test of reading comprehension ability and the progress in the experimental group was higher than the control group. Pedagogical implications are provided for EFL teachers and material designers to incorporate TBLT activities into curriculum development as a tool to aid learners’ reading comprehension skill. تفاصيل المقالة

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3 - The Effect of Task-Based Activities on Iranian Beginner EFL Learners’ Listening Comprehension
Ali Asghar Noshad Mostafa Zamanian

The purpose of this study was to explore the effect of applying task-based activities on students’ listening comprehension improvement. It also aimed at providing evidence to show how shifting from a traditional language teaching approach into the TBLT approach ca أکثر

The purpose of this study was to explore the effect of applying task-based activities on students’ listening comprehension improvement. It also aimed at providing evidence to show how shifting from a traditional language teaching approach into the TBLT approach can positively affect the process of learning listening skill. To do this, 80 participants were selected from three English language institutes in Shiraz. Participants of the study were chosen by assigning a placement test and they were divided into two groups. In the experimental group, the participants were taught listening skills based on the tenets of task-based teaching while the participants in the control group were taught listening skills traditionally. This process continued for 20 sessions. A pre-test and post-test were administered. One-way ANOVA, correlation and t-test analyses were used to determine whether differences between the sample means were statistically significant or not. It was found that the students of the experimental group, who experienced task-based principles of teaching listening, performed remarkably better than those of the control group on the final listening post-test. And it was concluded that there was a statistically significant difference between the effects of tasked-based activities and traditional activities on Iranian beginner EFL learner’s listening comprehension. تفاصيل المقالة

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4 - The Impact of Task-based Activities on the Reading Skill of Iranian EFL Young Learners at the Beginner Level
ارشیا کیوانفر مونا مدرسی

Task-based learning and teaching in the realm of teaching young learners is still considered an adventure since very few experimental studies to date have tackled its applicability in that age group. The present research was an attempt to find out whether using task-bas أکثر

Task-based learning and teaching in the realm of teaching young learners is still considered an adventure since very few experimental studies to date have tackled its applicability in that age group. The present research was an attempt to find out whether using task-based reading activities has any impact on the development of text comprehension in Iranian young learners studying English as a foreign language at the beginner level. Two groups of 25 students, aged 11 to 13, were the participants of the study. Through a reading pretest, it was ensured that the two groups were at the same level and belonged to the same population in terms of the reading skill. Having instructed the experimental group with four task types and the control group with classical reading activities, the researcher compared the reading performance of the two groups through a t-test which, not surprisingly, manifested the better performance of the experimental group. A follow-up reading test also showed that the experimental group still enjoyed a higher level of reading skill after one month. Furthermore, the scores gained from the four task types were compared and it was concluded that the students performed better in tasks which involved creativity and gave them the experience of playing. تفاصيل المقالة

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5 - Task-based Language Teaching in L2 English Writing Classrooms: Insights from Chinese Senior Secondary Schools
Miner Chen

There is little research on the task-based teaching approach in senior secondary L2 English writing classrooms. This study carried out an exploratory sequential mixed methods study to explore the suitability and adaptations of task-based language teaching in the domain أکثر

There is little research on the task-based teaching approach in senior secondary L2 English writing classrooms. This study carried out an exploratory sequential mixed methods study to explore the suitability and adaptations of task-based language teaching in the domain of secondary schools in small cities. First, the researcher surveyed six EFL senior secondary teachers of different teaching experiences in China by convenient and purposive sampling to get background information, then had semi-structured interviews with them individually. To followed the interviews, the researcher surveyed 148 students via an online questionnaire also by convenient and purposive sampling. Findings indicated that, although most teachers acknowledged the usefulness of TBLT, they regarded it unsuitable and unfeasible in the context of Chinese senior secondary L2 writing classrooms. Also, students in the study ranked clear instruction and vocabulary increase as the first two contributors in improving their L2 English writing. But half of all students also valued an interesting writing classroom and took it as a third facilitator to develop their writing. Besides, adaptations were suggested to include professional task design, teacher discussion, reward mechanism and teacher profession development. In the future, further research is needed to examine the findings in this study, generalizing them to different contexts, ages and domains, and exploring teachers’ individual differences and their choice of teaching approaches. تفاصيل المقالة

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6 - The Impact of Structured Input-based Tasks on L2 Learners’ Grammar Learning
Bahram Bagheri Afsaneh Bagheri

Abstract Task-based language teaching has received increased attention in second language research. However, the combination of structured input-based approach and task-based language teaching has not been examined in relation to L2 grammar learning. To address this gap أکثر

Abstract Task-based language teaching has received increased attention in second language research. However, the combination of structured input-based approach and task-based language teaching has not been examined in relation to L2 grammar learning. To address this gap, the present study investigated how the structured input-based tasks with and without explicit information impacted learners’ grammar learning. The participants were 60 adult learners of English, assigned to two experimental groups and one control group. The two experimental groups were exposed to structured input-based tasks in two types of explicit and implicit information. A pretest-posttest design was employed in order to detect any improvement in participants’ grammar learning. The results revealed that (a) the experimental groups significantly outperformed the control group, (b) participants’ grammar learning significantly improved in both the experimental groups, (c) structured input-based tasks with explicit information was significantly superior to structured input-based tasks without explicit information. تفاصيل المقالة

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7 - Planned Focus-on-form Instruction in Task-based Language Teaching: The case of EFL learners’ oral grammatical accuracy performance
Elham Parvaneh Reza Barzegar

This study investigated the effects of planned focus-on-form instruction (pFFI) on developing oral grammatical accuracy in Iranian English EFL learners. To this end, 60 lower-intermediate EFL learners studying English in a private English language institute in Tehran, I أکثر

This study investigated the effects of planned focus-on-form instruction (pFFI) on developing oral grammatical accuracy in Iranian English EFL learners. To this end, 60 lower-intermediate EFL learners studying English in a private English language institute in Tehran, Iran, were randomly assigned to two classes. Both classes received a task-based instruction on grammatical points elicited in oral production of English sentences with the only difference that one class, the experimental group (N=30) had a pFFI instruction (i.e., the target grammatical structures selected in advance), and the other class, the control group (N = 30), had a task-based instruction without any focus on planned grammatical structures. Learners’ oral performance was observed in their answers to pictorial cues in the pretest and posttest. The results of the study revealed that although both groups significantly improved in their oral performance in terms of grammatical accuracy, pFFI instruction was more effective on the experimental group since they significantly outperformed the control group. تفاصيل المقالة

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8 - Effects of Textually-Enhanced Reading Tasks and Strategic Pre-Task Planning on Learning English Passive Voice
Ali Shafaei

In the realm of second language acquisition (SLA), task-based language teaching (TBLT) and input enhancement (IE) have been the focus of a great number of studies. However, the idea of investigating the effects of focus on form instruction through input-enhanced tasks a أکثر

In the realm of second language acquisition (SLA), task-based language teaching (TBLT) and input enhancement (IE) have been the focus of a great number of studies. However, the idea of investigating the effects of focus on form instruction through input-enhanced tasks along with pre-task planning time as one of the features of task-based language teaching has been rarely explored in the field of SLA. Therefore, the current research set out to examine the impacts of focus on form instruction via textually-enhanced reading tasks along with strategic pre-task planning on L2 learners’ grammatical development in terms of learning English passive voice. For the purpose of the study, 60 intermediate learners of English were selected and divided into two groups of thirty namely as enhanced and unenhanced. Then, each group was divided into two sub-groups of fifteen as +planning and -planning. The participants were provided with a pretest prior to the treatment, then, they were instructed via the materials chosen for the purpose of the study for ten sessions and at the end they were provided with the posttest of the study. Their performance on the pretest and posttest were analyzed to find out the possible effects of the instruction provided throughout the treatment phase. The results revealed that learners who were exposed to enhanced reading tasks along with strategic pre-task planning time outperformed the other learners. The findings of the present study can be of use for language teachers, syllabus designers, and task designers. تفاصيل المقالة

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9 - Effects of CALL-Mediated TBLT on Self-Efficacy for Reading among Iranian University Non-English Major EFL Students
Hossein Tavakoli Ahmadreza Lotfi Reza Biria

The rich and still expanding literature on TBLT is helping to mature both its theoretical conceptualization and practical implementation in foreign and second language education. Similarly, computer-assisted language learning (CALL) has grown as a field, with the use an أکثر

The rich and still expanding literature on TBLT is helping to mature both its theoretical conceptualization and practical implementation in foreign and second language education. Similarly, computer-assisted language learning (CALL) has grown as a field, with the use and integration of technology in the classroom continuing to increase and will continue to play an important role in this maturation process. The present study, hence, reports on an empirical study that investigated the effects of CALL-mediated TBLT on the perceived self- efficacy of Iranian university non-English major EFL students. Through non-probability and convenience sampling, two intact freshmen classes were chosen and randomly assigned as the experimental and the control group. During the treatment sessions, the students in the experimental group received instruction in a CALL-mediated TBLT format, while the control group received no CALL-mediated TBLT instruction but underwent only a task- based instruction on reading without the mediation of CALL. A univariate analysis of covariance (ANCOVA) was run, while controlling for pre-intervention scores as the covariate. A significant effect was found for CALL-mediated TBLT (F = 81.450, p = .000, partial eta squared =.504), suggesting CALL-mediated TBLT had a positive effect on the self-efficacy perceptions of the students in the experimental group . تفاصيل المقالة

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10 - Evaluation of High School English Course Books in Iran: Task Types in Focus
Minoo Alemi Kheirollah Ahmadi Atefeh Rezanejad

This study sought to examine the type and frequency of tasks in the Iranian high school English course books (Prospect 1, 2, 3 & English Book 1, 2, 3). The corpus was analyzed based on Nunan’s (1999) framework composed of five main task types, namely cognitive أکثر

This study sought to examine the type and frequency of tasks in the Iranian high school English course books (Prospect 1, 2, 3 & English Book 1, 2, 3). The corpus was analyzed based on Nunan’s (1999) framework composed of five main task types, namely cognitive, interpersonal, linguistics, affective, and creative. To this end, the whole content of the aforementioned course books went through content analysis separately and accordingly descriptive and inferential results were reported regarding the frequency of each task type. The results showed that the linguistic tasks were the most recurrent type, whereas some task types (e.g., affective and creative) were totally absent. Furthermore, based on the results of Chi Square test, a significant difference was observed in the frequency of task types. While, according to communicative approach, communicative competence necessitates the inclusion of grammatical, discourse, sociolinguistic, and strategic competencies, the findings of the current study revealed that linguistic competence was overemphasized in these course books. This fact may lead to learners who are competent in producing linguistically appropriate utterances, which may at the same time be inappropriate with regard to context. The findings can have significant implications for EFL teachers and materials developers in making them conscious of the fact that the application of different types of tasks in textbooks is an important standard leading to more competent language users, especially in an EFL context like Iran. تفاصيل المقالة

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11 - Task-Based Language Teaching Vs. Conventional Language Teaching: The Case of News Story Writing in EFL Context
Negar Nowroozzadeh Abbas Bayat Abbas Mehrpooya

10.30495/jfl.2022.686659

This study aimed to investigate the effect of task-based language teaching on news-story writing in Iranian EFL context. To this end, a quasi-experimental, pre- and post-evaluation research design was employed. First, 78 Iranian BA sophomores majoring in translation at أکثر

This study aimed to investigate the effect of task-based language teaching on news-story writing in Iranian EFL context. To this end, a quasi-experimental, pre- and post-evaluation research design was employed. First, 78 Iranian BA sophomores majoring in translation at Islamic Azad University, Hamedan Branch, were selected through convenient sampling as the participants of the study. They were then randomly divided into two treatment and control groups--task-based group (TB) and conventional teaching group (TC) respectively. Both groups were initially given a test on news story writing to measure their writing ability at the pre-treatment stage. Then, the control group was taught through explanations abstracted from some deductive plans and reading-oriented method of teaching news story structure. The other group was exposed to a six-weak TB treatment based on Willis’ TBL framework. The post-treatment researcher-made test was then administered to compare the participants’ writing progress. The obtained statistical results showed that the employment of the task-based language learning scenario does not lead to an overall significant improvement of Iranian EFL learners’ performance in news-story writing as compared with the conventional teaching of the same skill. This is perhaps due to learners’ negative attitude towards TBLT, which originates from the inconsistency of TBLT with the educational philosophy in Iran. Therefore, TBLT programs may need to be modified on the basis of the local and traditional specifications of the education in the target community to be able to develop the learners’ news-story writing skill. تفاصيل المقالة

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12 - Improving Reading IELTS Scores: Completion vs. Selection Tasks
Arshya Keyvanfar Maryam Motlagh Rahmani

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13 - The comparative impact of reasoning gap tasks and opinion gap tasks on young EFL learners’ classroom engagement
Azadeh Khanzadeh Darabi Alireza Memari Hanjani

This study examined the differences between the effects of reasoning gap tasks and opinion gap tasks on young EFL learners’ classroom engagement. The participants comprised 63 Iranian young EFL learners within the age range of 9 to 12 years old. These 63 learners were s أکثر

This study examined the differences between the effects of reasoning gap tasks and opinion gap tasks on young EFL learners’ classroom engagement. The participants comprised 63 Iranian young EFL learners within the age range of 9 to 12 years old. These 63 learners were selected out of an initial number of 100 male and female EFL learners at the intermediate level based on their performance on a Flyers test. The 63 selected participants were divided into two intact groups consisting of 31 learners in the opinion-gap task experimental group and 32 learners in the reasoning-gap experimental group. Then, an engagement checklist was used by two raters in the two groups as pretest. After that, for ten sessions each lasting for 90 minutes, in one of the groups, the researcher carried out opinion-gap tasks while reasoning gap tasks were implemented in another experimental group. Upon finishing the treatment, the two raters used exactly the same checklist and obtained the posttest engagement scores. The analysis of the data through the parametric test of paired sample t-test indicated that both task types significantly impacted young EFL learners’ classroom engagement. Besides, the results of Mann-Whitney U Test revealed that there was no significant difference between the effects of reasoning gap tasks and opinion gap tasks on young EFL learners’ classroom engagement. Based on the results, EFL teachers are recommended to use both task types to enhance EFL learners’ classroom engagement. تفاصيل المقالة

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