Task-based language learning and teaching: An action-research study

The creation, implementation, and evaluation of language learning tasks remain a challenge for many teachers, especially those with limited experience with using tasks in their teaching. This action-research study reports on one teacher’s experience of developing, implementing, critically reflecting...

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Bibliographic Details
Published in:Language teaching research : LTR Vol. 19; no. 2; pp. 226 - 244
Main Authors: Calvert, Megan, Sheen, Younghee
Format: Journal Article
Language:English
Published: London, England SAGE Publications 01.03.2015
Sage Publications Ltd
Subjects:
Action Research
Adult Students
Attitude Change
Difficulty Level
Educational activities
English (Second Language)
English language
Familiarity
Implementation
Language
Language acquisition
Language instruction
Language Proficiency
Language Teachers
Learning
Learning Processes
Linguistics
Program evaluation
Qualitative Research
Refugees
Schemata (Cognition)
Second Language Instruction
Second Language Learning
Student Needs
Task Analysis
Task completion
Task-based language teaching
Teacher Attitudes
Teacher Role
Teachers
Teaching
Teaching Methods
United States > US
task-based language teaching (TBLT)
communicative task
task evaluation
Action research
ISSN:1362-1688, 1477-0954
Online Access:Get full text
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Summary:The creation, implementation, and evaluation of language learning tasks remain a challenge for many teachers, especially those with limited experience with using tasks in their teaching. This action-research study reports on one teacher’s experience of developing, implementing, critically reflecting on, and modifying a language learning task to better address the needs of her students in an adult refugee English program. Task evaluation involved a response-based comparison of student success in task completion and qualitative student-based results. The results noticeably improved after the task modification and the successful implementation of the modified task led to changes in how the teacher viewed task-based teaching. The study serves as an example of how teachers can create their own tasks and of the importance of evaluating them empirically. The article concludes with the importance of action research as a means by which language teachers can address problems that arise in task-based instruction.
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ISSN:1362-1688
1477-0954
DOI:10.1177/1362168814547037