Tag Archives: TBLT

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

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