Tag Archives: Task

Investigating the Instructional Effect of TBLT on Business Students’ English Language Performance (Published)

The aim of this research paper was to explore the instructional impact of Task-Based Language Teaching on English language attainments among 81 second-year university business studies students. The participants were studying a private university located in the surrounding areas of Bangkok, and were introduced to a TBLT learning environment for the duration of one English course (16 weeks). To test the effectiveness of TBLT, t-tests analyses (0.05) were utilised to compare resulting end-of-term performances with prior achievements attained under the conventional form of instruction. Overall, the findings indicated that TBTL positively influenced English language performances when compared to conventional methodologies (TBLT: 60.9 = Grade C+; CONV: 54.93 = Grade C; p [0.0195] = sig <0.05). Nevertheless, the bulk of progress was concentrated in speaking skills (p = sig <0.05), as no significant difference was noted in formal comprehensive examinations. Furthermore, variability analyses highlighted that upper-quartile students showed significant improvements in both major sets of assessments (speaking and formal examinations); while speaking scores for the lower-quartile remained stagnant, and formal examination scores exacerbated altogether. This led to the unequivocal conclusion that learners’ response to TBLT is governed by linguistic potential. 

Keywords: English, Language, Performance, TBLT, Task

The Effect of Holistic and Discrete Tasks on English Writing Performance of Students with Different Learning Styles (Published)

This factorial experimental study investigated the effect of tasks (holistic dan discret) and learning styles (visual, auditory, dan kinaesthetic) on students’ English Writing Performance (EWP). The experiment applied factorial design 2×3 with amount of sample 150 students taken randomly stratified from three junior high schools at Buton Regency, Indonesian during school-year 2014/2015. The research hypotheses were tested using two ways of analysis of variance and continued with Tuckey test. The results of the research revealed that: (1) EWP of students given holistic tasks was higher than EWP of students given discrete tasks; (2) statistically, there was no significant difference on EWP of visual students, auditory students, and kinaesthetic students; (3) there was any interaction effect on giving tasks and learning styles on students’ EWP; (4) visual students given holistic tasks reached higher EWP than those given discrete tasks; (5) auditory students given discrete tasks attained higher EWP than those given holistic tasks; and (6) kinaesthetic students given holistic tasks achieved  higher EWP than those given discrete tasks.

Keywords: Discrete, Task, Writing Performance, holistic, learning styles

The Impact of Task Repetition on Fluency, Accuracy, and Complexity (Published)

A number of strategies, which can utilize various tasks to develop accuracy, fluency, and complexity in language have been proposed. With past studies indicating that repetition of tasks have a positive effect on these basic goals of speech while today’s studies contradict the same, it was interesting carrying out a study on this topic. The study was to examine the kind of influence that task repetition has on the students’ performance in terms of accuracy, fluency, and complexity. Two pairs of students were given a describing-picture task, which was repeated two times. Unexpectedly, the results were opposite to that indicated in the literature. The result revealed that repetition of tasks had no remarkable effect on the students’ performance. This was a clear deviation from the findings of the past studies, which had shown a clear relationship between task repetition and the three basic goals of speech. This study will highlight on the methodologies, analysis, results, and the subsequent conclusions that were reached during the study

Keywords: Accuracy, Complexity, Fluency, Task, repetition

REVIEW OF NOTION AND FRAMEWORK OF TASK-BASED LANGUAGE TEACHING (Published)

This paper is one in series of papers related to secondary school teacher cognition of Task-Based Language Teaching and of the new series of textbooks of English officially passed by in Vietnam in 2006. The purpose of this paper is to make a proposal on how task and TBLT model should be put/understood/viewed to fit the literature and the context of research project. In order to do this, the argumentation is set in three steps: firstly a review of notions of tasks and TBLT is made; secondly, the author proposes a proper understanding of task and TBLT framework to fit the research context; at last endeavor, the author explain reasons for the use of task notion and TBLT framework by making an overview of research setting relating to objectives, methods, background of research

Keywords: Framework, Notion of Task, TBLT, Task

REVIEW OF NOTION AND FRAMEWORK OF TASK-BASED LANGUAGE TEACHING (Review Completed - Accepted)

This paper is one in series of papers related to secondary school teacher cognition of Task-Based Language Teaching and of the new series of textbooks of English officially passed by in Vietnam in 2006. The purpose of this paper is to make a proposal on how task and TBLT model should be put/understood/viewed to fit the literature and the context of research project. In order to do this, the argumentation is set in three steps: firstly a review of notions of tasks and TBLT is made; secondly, the author proposes a proper understanding of task and TBLT framework to fit the research context; at last endeavor, the author explain reasons for the use of task notion and TBLT framework by making an overview of research setting relating to objectives, methods, background of research

Keywords: Framework, Notion of Task, TBLT, Task