The Effect of Task- Based Language Teaching (TBLT) on Iranian EFL Learners’ Reading Comprehension Ability(Teachers’ Perception in Focus)

Document Type : research article

Authors

1 Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran

2 Department of English Language, Shahid Bahonar University, Kerman, Iran

3 Dept. of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran.

Abstract

The present study seeks to explore the role of TBLT method on students’ reading comprehension skill. In so doing, 80 Iranian EFL learners from two intact classes participated in the study, in which the learners from the two classes were randomly assigned to one control group and one experimental group. The researcher in the control group class followed her regular teaching practice through the conventional book-based method. However, in the experimental group class, the researcher applied task based method. Results of the comparison of the both groups indicated that although the students' scores has improved on the IELTS posttest, there was statistically significant difference between the experimental group’s performances in reading skill. Accordingly, the higher mean score, suggests that the task based method and the collaborative activities have the potentials to help learners develop a better learning of English reading skill. On top of that, findings of the questionnaires and also interviews with teachers revealed their positive attitude towards implementing the mentioned method .

Keywords

References

Ary, D., Jacobs, L., Sorensen, C., & Walker, D. (2014). Introduction to research in education. Wadsworth, Cengage Learning.
Attar, M. & Chopra, S. (2010). Task-Based Language Teaching in India. MJAL 2:4.
Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001) Researching pedagogic tasks, second language learning, teaching and testing. Harlow, UK: Pearson.
Brumfit, C. J. (1984). Communicative methodology in language teaching. Cambridge: Cambridge University Press.
Burdett, J. (2003). Making groups work: University students’ perceptions. International Education Journal, 4 (3), 177-191.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19, 221–246.
Ganta, T.G. (2015). The strategies and weaknesses of Task Based Language Teaching (TBLT) approach. Scholarly Research Journal for Interdisciplinary Studies. ISSN 2278-8808.
Grabe, W. (2009). Reading in second language: Moving from theory to practice. New York: Cambridge University Press.
Grainger, T., Goouch, K., & Lambirth, A. (2005). Creativity and writing: Developing voice and verve in the classroom. New York: Routledge.
Hong-qin, Y. (2007). Application of TBT in reading class. US-China Education Review, 4 (5), 39-42.
Hui, F. (2009). Research on Task-based Reading Teaching in Senior High School. (Unpublished master’s thesis), University of Wisconsin-Platteville.
Iqbal Ahmed, M & Husssnain, S.R. (2013). “Is task-based language teaching ‘the answer’?” Language in India.  ISSN 1930-2940 Vol. 13:3 March 2013.
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), 123-139 (2006).
Kalyuga, M., Mantai, L., & Marrone, M. (2013). Efficient vocabulary learning through online activities.  Social and Behavioral Sciences, 83 (2013) 35-38.
Krittawattanawong, K. (2008). Effects of Task-based Instruction on English Writing Ability of Upper Secondary School Students. (Unpublished master’s thesis), University of Chulalongkorn.
Lightbown, P. M., & Spada, N. (2001). Factors affecting second language learning. In C. Candlin, & N. Mercer (Eds.), English Language Teaching in its Social Context (pp. 28-43). New York: Routledge.
Munn, P., & Drever, E. (1990). Using questionnaires in small-scale research. A teacher's guide. Edinburgh: The Scottish Council for Research in Education.
Nerlicki, K. (2011). Foreign language speaking anxiety from the perspective of Polish students of German studies. In M. Pawlak, E. W. Klimczak, & J. Majer (Eds.), Speaking and Instructed Foreign Language Acquisition (pp. 183-199). Bristol: Multilingual Matters.
Norris, J. M. (2009). Task-based teaching and testing. In M. H. Long, & C. J. Doughty (Eds.), Handbook of Language Teaching (pp. 578-594). Oxford: Blackwell Publishing Ltd.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
Puangsuk, O. (2001). The Use of a Task-based Writing Process to Enhance Students' Grammatical Accuracy. (Unpublished master’s thesis), University of Mahasarakham.
Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of language teaching and applied linguistics (4th Ed.). Harlow: Pearson.
Ruso, N. (2007). The influence of task based learning on EFL classroom. Asian EFL journal, 18, 1-23.
Santadkarn, N. (2006). Learning Grammar Through Task-based Activities: The Case Study of First-year English Majors of Ubon Ratchathani Rajabhat University. (Unpublished master’s thesis), University of Ubon Ratchahani Rajabhat.
Shehadeh, A. (2005). Task-based language learning and teaching: Theories and applications. In D. Edwards and J. Willis (ed.), Teachers exploring tasks in English language teaching, pp. 13-30. New York: Palgrave Macmillan.
Tang, H. (2000). Using cooperative concept mapping skill to teach ESL reading. PASAA, 30, 77-92.
Terenzini, P. T., Cabrera, A. F., Colbeck, C. L., Parente, J. M., & Bjorklund, S. A. (2001). Collaborative learning vs. Lecture/discussion: Students’ reported learning gains. Journal of Engineering Education 90 (1), 123-130.
Thornbury, S. (2010). Intercultural Language Activities. Cambridge, UK: Cambridge University Press.
Willis, J. (1996). A framework for task-based learning. Harlow: Longman Addison Wesley.
Journal of Foreign Language Research
Volume 9, Issue 4
January 2020
Pages 1105-1130

Files

Share

How to cite

Statistics