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Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit of locating TBLT in Expansive Learning Theory is that it provides concrete explanations for how cycles of meaning making and negotiation can be worked into task phases. It provides an elaboration of the cyclical learning processes that may be embedded in tasks, improving the intentionality and focus of language tasks. In doing this it clearly establishes task-based teaching as a robust construct for language teaching programs. Additionally, the location of TBLT within Expansive Learning Theory makes explicit the central importance of intercultural communication competence to language learning, positioning culture as a mediating artefact in learning. This may provide teachers choosing to use TBLT as their pedagogy with a theoretical underpinning of expansive learning and with tools to assist their teaching practice. Additionally, it may contribute to teacher training and professional development through clarity provided by placing TBLT pedagogy within the theoretical framework of Expansive Learning Theory.

Research on implementing task-based language-teaching (TBLT) shows that adapting TBLT in ways that are inconsistent with its principles is common among nonnative-speaker English-as-a-foreign-language teachers. Our study of Canadian native-speaker English-as-a-second language teachers reveals how they also adapt TBLT in ways that are incongruent with its theoretical underpinnings, turning it into Presentation-Practice-Production. We thus question speaker identity as an indicator of a teacher's propensity to adapt TBLT and call for professional development on the effective practice of TBLT for all English-language teachers regardless of their speaker identities.

In Sociocultural Theory, mediations in second language learning include (1) mediation by others (2) mediation by self (3) and mediation by artifacts, which incorporates brilliant insights for EFL contexts (Lantolf, 2000). Putting these ideas in a task-based method, the present study aimed at examining the contribution of scaffolding and private speech in improving EFL learners' skills and seeking how learners performance might link to social or interpersonal activities they engage in. Screened through an Oxford Placement Test, 54 EFL freshmen taking a reading comprehension course participated in this study and formed two randomly divided groups and pretested using a 30-item TOEFL test of reading comprehension. The control group benefited from a teacher, who paraphrased, summarized and provided the meaning of the new words and expressions. The experimental group was asked to do the same tasks through collaboration, private speech and artifacts. Students' performances were video-taped to be used for discourse analyses and provide measures of fluency, accuracy and complexity (Iwashita, Elder, & McNamara, 2001). Two types of measurements were used: 1) a final test of reading comprehension, 2) an oral presentation of a text whose readability matched that of the texts used during the experiment. The students' performances on presenting the text orally were rated based on the idea units recalled (Johnson, 1970). The data analysis revealed no difference between the two groups in the final test, but in oral presentation, the experimental group outperformed the control group.

" The Open Access version of this book will be available soon. This book introduces readers to the concept of task-based language teaching (TBLT), a learner-centred and experiential approach to language teaching and learning. Based on the premise that language learners can enhance their second language acquisition (SLA) through engagement in communicative tasks that compel them to use language for themselves, TBLT stands in contrast to more traditional approaches. Accessible and comprehensive, this book provides a foundational overview of the principles and practice of TBLT and demystifies what TBLT looks like in the classroom. Complete with questions for reflection, pedagogical extensions for application in real classrooms and further reading suggestions in every chapter, this valuable and informative text is vital for anyone interested in TBLT, whether as students, researchers or teachers. "

" The Open Access version of this book will be available soon. This book introduces readers to the concept of task-based language teaching (TBLT), a learner-centred and experiential approach to language teaching and learning. Based on the premise that language learners can enhance their second language acquisition (SLA) through engagement in communicative tasks that compel them to use language for themselves, TBLT stands in contrast to more traditional approaches. Accessible and comprehensive, this book provides a foundational overview of the principles and practice of TBLT and demystifies what TBLT looks like in the classroom. Complete with questions for reflection, pedagogical extensions for application in real classrooms and further reading suggestions in every chapter, this valuable and informative text is vital for anyone interested in TBLT, whether as students, researchers or teachers. "

This scholarly investigation, titled "Assessing the Pedagogical Efficacy of Task-Oriented Language Didactics: A Comparative Inquiry into English Proficiency Augmentation Among Bangladeshi Learners," dissects the multi-layered implications and efficacies of task-based language teaching (TBLT) in contrast to traditional pedagogical modalities within the Bangladeshi educational context. Employing a meticulous secondary source analysis, this research scrutinizes the pedagogical pluralism in TBLT and evaluates its quantitative and qualitative effectiveness, particularly focusing on English proficiency among Bangladeshi students. The study employs a rigorous methodological framework, incorporating criteria for source selection and methods for comparative analysis. The research explicates the synthesis of analyses and extrapolates both theoretical and practical implications. The task-type effectiveness in TBLT is thoroughly interrogated, providing nuanced insights into the types of tasks that significantly contribute to language acquisition. Additionally, the paper offers an in-depth contextual analysis to elucidate the cultural and educational factors that may influence the efficacy of TBLT in Bangladesh. The conclusion aggregates the key findings, delineates limitations, and furnishes recommendations for future empirical endeavors in this realm. This paper serves as a seminal work for educators, policymakers, and researchers aiming to comprehend the complexities and efficacies of TBLT in fostering English language proficiency in non-native speakers, particularly in a Bangladeshi milieu

Task-based Language Teaching alludes to a communicative approach which is grounded on the usage of real-life and pedagogical tasks as a central element for language instruction. The paper explores salient features of Task-based Language Teaching within an English as a Foreign Language context. Additionally, the paper goes over reasons on why language teachers should use and incorporate TBLT in their lessons. Next, a lesson plan that is based on TBLT tenets is provided. Finally, a section on criticism to TBLT is included to provide a much-needed balance. Task-based Language Teaching constitutes a major approach to language instruction. Thus, TBLT has several implications within language classrooms. Likewise, real-life tasks bring authenticity to language classrooms as students use the language in a pragmatic way. Tasks constitute the core element of TBLT as the focus is on meaning and effective communication. The negotiation of meaning is another underlying feature of TBLT.

Researches of English language teaching (ELT) have focused on using mother tongue (L1) for years. The proliferation of task-based language teaching (TBLT) has been also occurred. Considerable findings have been made in the existing literature of the two fields; however, no mentions have been made in the combination of these two ELT aspects, i.e., the use of L1 in English as a Second and Foreign Language (L2) classrooms in which TBLT is adopted. Hence, this paper is to make an argumentation in the appropriateness of this combination. Firstly, terminologies related to Tasks and TBLT framework are shortly revised. Secondly, the controversies with for and against views in monolingual approach in second and foreign language teaching (L2 teaching) is mentioned. Lastly, the paper makes an argumentation on why and how to use mother tongue in a modern teaching model as TBLT.

The present study primarily aimed at investigating the effect of Task-Based Language Teaching (TBLT) on development of the Iranian EFL learners' ESP Reading Comprehension Skills. Moreover, it was aimed at investigating the probable difference between the TBLT-instructed students of Law and Mechanical Engineering with respect to their ESP reading skills, on the one hand, and the probable difference between TBLT-instructed males and females, on the other. In so doing, four groups of 25 participants (including two experimental groups and two control ones) were selected through cluster random sampling from among ESP students majoring in Law and Mechanical Engineering. After a four-week instruction treatment, the post-test was conducted to the participants. The results of the data analysis revealed that the experimental groups significantly performed better than the control groups in the post-test with respect to their reading comprehension scores. Furthermore, the results of independent samples t-test indicated that TBLT has been more effective on the Mechanical Engineering students than the Law students. Finally, the findings of the study were indicative of the fact that TBLT was more effective on females' reading comprehension rather than on males'. Consequently, it can be concluded that TBLT can have a positive effect on students' ESP reading ability. The findings of this study can be employed in different areas of second/foreign language teaching and learning to facilitate and improve the process of language learning.

The dominant complexities of English teaching in Indonesia are about limited development of teaching methods and materials which still cannot optimally reflect students' needs (in particular of how to acquire knowledge and select the most effective learning models). This research is to develop materials with complete task-based activities by using CALL at junior high school in Indonesia. In order to entirely develop comprehensive materials, the first step is to do need analysis especially identifying task based learning model which fulfils students' expectation, creates and develops pre-task and task cycle (consisting of task, planning, and reporting) into CALL integration of learning module. The results of the students' needs show that they like to have appropriate materials for their level, related to real life, variety of media and sources of learning chiefly incorporated to computer which optimizes interactive, contextual, and authentic materials. Therefore, the design of its prototype consists of three main steps. First, pre-task activity, it is designed in observing and questioning stage which is done by providing English comics with thematic situations. Second, main task activities, it is designed in exploring and associating stage which are done by presenting real life situations by utilizing videos, songs, and stories which elaborate exercises, role play, and discussion sections. Finally, post task activity, it is designed in communicating stage and it is intended to provide follow-up activities in wider contexts. The evaluation of the final product is done by validating the materials by means of a group discussion with English teachers.

An assessment of the English-as-a-Second-Language curriculum at International Christian University (Japan) looked at: (1) the kind of English language study perceived by students as important for their success; (2) how students' perceived needs compare to the professors' assessments of required academic tasks, as measured by a previous task analysis; (3) the support available for a global education curriculum within the English language program; and (4) whether the environmental studies unit presently in place in the program is compatible with the results of the needs analysis. It was found that students' perceptions of their language needs were close to those of both their teachers and the program's goals and objectives, and that content-based global studies were perceived as appropriate to students' immediate academic needs and visions of the future. A task-based curriculum design model based on the findings is outlined. Problems yet to be resolved include assessment of task difficulty and the degree to which learners' perceived needs should guide curriculum design. A list of further resources, the student questionnaires, and excerpts from student comments on global issues are appended. (MSE)

The Task-Based Approach (TBA) has gained popularity in the field of language teaching since the last decade of the 20th Century and significant scholars have joined the discussion and increased the amount of analytical studies on the issue. Nevertheless experimental research is poor, and the tendency of some of the scholars is nowadays shifting towards a more tempered and moderate stand on their claims. Reasons for that are various: the difficulty in the implementation of the method in the classroom, the difficulty in elaborating materials following the TBA and the scarcity of task-based manuals count as important and perhaps decisive arguments. But there are also theoretical implications in the TBA which do not seem to be fully convincing or may lack sound foundations. In this paper I will attempt to describe the TBA critically, pointing out what I consider positive in this approach, and underlining the inadequacy of some assumptions and conclusions. The design of a new TBA model is not the goal of this study. But the conclusions suggest that tasks may contribute to the production of a more refined and complete foreign language syllabus, helping to motivate the students and focus the attention of teachers and learners on meaning and communicative language use.

This paper examines disagreement over how second language learning tasks create conditions needed for language acquisition by exploring and comparing three second language acquisition theories: input-based; output-based; and interactionist. Each theory is described, and some new conclusions are drawn. It is argued that a task should: be meaningful; be cognitively appropriate; be fun; involve all participants in coming to a clear, defined conclusion; and allow for a planning stage. To accomplish the task, students need: support, through language boxes; different ways to say things; training in classroom feedback language; and pre-teaching. Contains 20 references. (MSE)

This study investigates the efficacy of Task-Based Language Teaching (TBLT) in enhancing English proficiency among foreign secondary school students in Auckland, New Zealand. With the city's increasing cultural diversity and the growing importance of English language skills in a globalized world, addressing the linguistic needs of foreign students has become a priority for educators. TBLT, characterized by its emphasis on meaningful communication through engaging tasks, offers a promising approach to language instruction. Through a review of literature, classroom observations, and interviews with educators, this research explores the benefits and challenges of implementing TBLT in Auckland's secondary schools. The findings reveal that TBLT fosters authentic language use, meaningful communication, and student-centered learning, thus promoting English language development among foreign students. However, challenges such as linguistic and cultural diversity, teacher training, and assessment practices require careful consideration for successful implementation. This study contributes to the understanding of effective language teaching methodologies in multicultural educational contexts and provides insights for educators seeking to support English language learners in diverse settings. [This paper was published in "TESOL Journal for New Zealand."]

Integration of technology in task-based language teaching (TBLT) has long been a source of attraction for language teachers (Pierson, 2015). In the case of developing countries, such as Pakistan, mobile phones are the modern form of technology commonly available at low cost to individuals as well as institutions. The present descriptive case study explores the impact of ubiquitous smartphones and a TBLT approach on students' and teachers' perception and motivation in improving English writing skills. A mixed method approach was used to explore the qualitative and quantitative data. Smartphones were used to complete writing tasks on blogs. The results of the study reveal that using smartphones, combined with a TBLT approach, created learning environments which promote self-confidence and interaction with the teacher and peers. It also helped the teacher in providing individual feedback to the students, improving students' engagement in learning tasks as well as self-expression in English.

The combination of TBLT and traditional teaching methods encourages students to be more involved in communicative activities as well as guaranteed to master the target grammar by teacher’ being a model. They are required to listen carefully to teacher, and then students have themselves recognize what they need to do correctly. This minimizes students’ making mistakes while still enables fluency. More importantly, teacher no longer dominates classroom. In the light of TBLT, grammar is conveyed through completing communicative tasks which let students experience English grammar from meaning to form. In other words, the students were introduced meanings, functions of a certain grammar point through communicative tasks first, and then either the teacher or the students themselves explored the form and the teacher helped them build on what they know. This way of teaching and learning has never taken place before, so it is hoped that students experience it in a very positive way. Task based language teaching TBLT , if applied correctly to instruct grammar, will balance communicative competence and linguistic forms. Nguyen Hong Ngoc "An Evaluation of Implementing Task-Based Language Teaching (TBLT) to Teach Grammar to Adolescent Learners in Vietnam" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38194.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/38194/an-evaluation-of-implementing-taskbased-language-teaching-tblt-to-teach-grammar-to-adolescent-learners-in-vietnam/nguyen-hong-ngoc

The purpose of the study is to explore the relationship between language and culture. The study investigates the use of idioms and proverbs through task based teaching approach to take cognizance of the culture of the native speakers of English among the learners and to reduce their apathy towards learning a foreign language. It aims to devise a strategy for learners who study the target language in non-English speaking countries and to understand the culture of the native speakers. The study attempts to explore the use of English idioms and proverbs for teaching grammar functions and their comparison with the local culture. The task-based approach, which imbibes communicative language teaching, is an alternative method through which learners perform a series of tasks as steps towards successful task realization. The setask-basedapproaches lay emphasis on learner centeredness, collaborative learning, and negotiation of meaningful real life interaction. In the current globalised world, English has become the universal language and everyone knows the benefits we acquire from being proficient in English. However, learners learning English as a foreign language form stereotypes and have apathy towards the language and are also alien to the target language. The study aims to expose the students to proverbs and idioms and the underlying principle of culture, which also exists in the local culture as well.

One way to provide high quality instruction for underserved English Language Learners around the world is to combine Task-Based English Language Learning with Computer- Assisted Instruction. As part of an ongoing project, "Bridges to Swaziland," these approaches have been implemented in a determined effort to improve the ESL program for Orphans and Vulnerable Children at a mission school in Swaziland, Southern Africa. In addition to providing staff development for Swazi teachers and staff, the project director and her students have worked directly with OVC and also created a number of digital tools, designed to encourage discussion, facilitate cooperative learning and inspire English Language use in a meaningful and culturally relevant context. Results, while limited, indicate that application of the two approaches, TBLL and CALL has increased the confidence of teachers and improved student motivation and achievement.

One possible hurdle to implementing the Task-Based Language Teaching (TBLT) approach is uncertainty about how to turn target tasks into materials that can be used in the classroom. This article discusses the steps taken to create materials for one target task (communicating with a police officer during a traffic stop) in a manner that provides a framework for others who wish to create materials for target tasks to follow. Specifically, the discussion will focus on how information was obtained from domain experts (police officers) and how samples of target discourse were collected. It will then explain how that information was turned into prototypical dialogues, which then serve as the foundation for pedagogic tasks that can be used to help learners achieve the goal of communicating with police officers during traffic stops. By explaining how prototypical dialogues were developed for this target task, it is believed that some of the uncertainty about how to turn the theory of TBLT into something concrete for learners will be alleviated.

This paper examines main assumptions of two methodologies known asContent-based and Task-based instruction together with an overview of positive practices of them in English language teaching methodology. It further investigates challenges in applying these trends when used to achieve communicative competence.The outline of effective activities within these two approaches can be applicable for language instructors in organizing language classrooms.

This research sought to investigate the effect of the effect of task-based language teaching on motivation and grammatical achievement of EFL junior high school students of Ahvaz. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test) was administered among 100 students at the junior high school and finally 80 participants were selected. Then, they were divided into two subgroups, namely control and experimental groups. Before starting the treatment, a validated teacher-made grammar test in terms of the materials supposed to be covered in both groups was administered to them as the pre-test. Moreover, a motivation questionnaire were given to both groups at the beginning and at the end of study. Then the experimental group received the treatment, which was teaching and learning grammar through using task-based language teaching and the control group received traditional teaching which is teaching grammar through instruction on examples and drills proposed by the teacher. After 12 sessions of treatment, the two groups were administered the same teacher-made grammar test as posttest. Data were analyzed by Paired and Independent Samples t-test. The findings showed that the experimental group significantly performed better than the control group. Generally, the experimental groups outperformed the control groups. Furthermore, the results of motivation questionnaire show that there was a significant difference between the experimental and control groups' motivation in the post-test of questionnaire which implies that the experimental group's motivation increased significantly. The results suggest that task-based language teaching can be used in English classes to develop grammar ability among Iranian EFL learners.

This paper explored perceptions of Task-Based Language Teaching (TBLT) among a group of Iranian female learners. A sample of 88 English as a Foreign Language (EFL) learners participated in the study. A task-based questionnaire was developed to examine the perceptions of the participants. The results suggested a high level of understanding of TBLT concepts among the majority of respondents. They also revealed a few negative views on TBLT implementation. This implies that EFL teachers can be positive in successfully applying TBLT in their classes because the learners are willing to adapt themselves to this new approach of language teaching.

The Task-based Language Teaching (TBLT) method has been the proposed teaching method under the current national English curriculum since 2001. However, few studies have investigated in-service teachers' response to this proposed language teaching method. In this study, thirty public school English teachers were recruited in Beijing across school levels. Through participant interviews and class observations, the researcher examined how Chinese teachers of English at different school levels in Beijing respond to TBLT. Results suggest that teachers' responses to the proposed teaching method ranged from negative denial, passive acceptance, to active application of the TBLT in their classrooms and they served as the examiners, technicians, and explorers accordingly. Furthermore, teachers who actively applied the TBLT method into their instruction demonstrated different instructional foci in terms of task selection and task implementation. The study addresses pedagogical implications of TBLT for curriculum development and English instruction in Beijing, China. (Contains 1 table, 5 figures, and 1 note.)

Two of the most significant trends in TESOL (Teachers of English to Speakers of Other Languages) over the last twenty years or so are the rise of task­-based language teaching (TBLT) and the growth of technology. With TBLT there is a challenging of more traditional structure-based models of delivery, and the increased capacity and mobility of computer desktops, laptops, notebooks and other mobile devices have had an impact on how people work, rest and play--it is all done with and through language, and the language which dominates in a globalised interconnected digital era is English. Little wonder, then, that getting students to do things through language, at times with Computers and Other Mobile Devices (CaOMDs), is an area of ever-growing interest. To date, a theory and practice narrative on TBLT and CaOMDs, despite some coverage (Thomas & Reinders, 2010), is in its infancy. Arguably, one reason for this is the still dominant methodology of Presentation, Practice and Production (PPP), to which Computer or Mobile Assisted Language Learning (CALL/MALL) has become firmly attached. In this discussion paper, Huw Jarvis begins by illustrating a PPP with CALL/MALL lesson and then goes on to propose a TBLT lesson that he aligns to Mobile Assisted Language Use (MALU). The critique of PPP, CALL/MALL, identifies some limitations, and the proposed alternative is a praxis of TBLT and MALU.

This paper aims at analyzing and comparing the approach of Task-based language teaching (TBLT) to bachelor students taking classes of English for Specific Purposes (ESP) at two universities in Bulgaria and Romania. The outcomes of the research show that both Bulgarian and Romanian students express their favorable preferences towards using this approach. This is a case study implemented on a local level in two neighboring countries in the region of Southeastern Europe. [For the complete Volume 17 proceedings, see ED596826.]

This paper reports on a one-year longitudinal study that adopted a blended teaching approach based on designing and implementing an online EFL course to be used by Greek students aged 13-14 years old along their more traditional face-to-face lessons. The reason for creating a more dynamic learning environment aligned with the rest of the curriculum was to increase EFL learners' engagement and motivation through their exposure to authentic online material and participation in a variety of reading, writing, speaking and listening tasks. Data analysis of pre- and post-achievement tests on English language reading comprehension performance along with students' Computer-Assisted Language Learning (CALL) attitude questionnaire showed that participants generally had a positive attitude toward CALL. At the same time, open online access technologies gave them the opportunity to further develop their EFL reading comprehension skills. The paper concludes by highlighting the fact that online class components were not designed to fit the online tools into a task-based EFL lesson, but rather served the learning objectives of the actual lesson based on a blended teaching approach

This chapter investigates students' reported patterns of use and perceived outcomes of an online intercultural exchange. It is hoped that the study will inform our understanding of the students' language learning process on an online discussion forum and consequently will help us maximise the educational potential of computer-mediated communication (CMC). It first considers the pedagogical benefits of CMC, paying particular attention to the specificity of an asynchronous CMC environment and the role of taskbased language learning. It then briefly presents an online collaborative task integrated in a larger project which promotes a three phase approach and which has been carried out for five years. Drawing on qualitative data collected from a cohort of approximately 25 Irish undergraduate students after a six-week online experience with their French partners, it examines students' self-reported coping strategies when faced with challenges of a technical, cross-cultural and personal nature. It also explores students' perceived learning outcomes, namely building cultural knowledge, fostering critical thinking, improving language accuracy and encouraging further study. In light of these findings, it argues that a meaningful and "authentic" learning task is essential to allow "real life" online exchange to take place and to engage students in their own learning. This chapter investigates students' reported patterns of use and perceived outcomes of an online intercultural exchange. It is hoped that the study will inform our understanding of the students' language learning process on an online discussion forum and consequently will help us maximise the educational potential of computer-mediated communication (CMC). It first considers the pedagogical benefits of CMC, paying particular attention to the specificity of an asynchronous CMC environment and the role of taskbased language learning. It then briefly presents an online collaborative task integrated in a larger project which promotes a three phase approach and which has been carried out for five years. Drawing on qualitative data collected from a cohort of approximately 25 Irish undergraduate students after a six-week online experience with their French partners, it examines students' self-reported coping strategies when faced with challenges of a technical, cross-cultural and personal nature. It also explores students' perceived learning outcomes, namely building cultural knowledge, fostering critical thinking, improving language accuracy and encouraging further study. In light of these findings, it argues that a meaningful and "authentic" learning task is essential to allow "real life" online exchange to take place and to engage students in their own learning. This chapter investigates students' reported patterns of use and perceived outcomes of an online intercultural exchange. It is hoped that the study will inform our understanding of the students' language learning process on an online discussion forum and consequently will help us maximise the educational potential of computer-mediated communication (CMC). It first considers the pedagogical benefits of CMC, paying particular attention to the specificity of an asynchronous CMC environment and the role of task-based language learning. It then briefly presents an online collaborative task integrated in a larger project which promotes a three phase approach and which has been carried out for five years. Drawing on qualitative data collected from a cohort of approximately 25 Irish undergraduate students after a six-week online experience with their French partners, it examines students' self-reported coping strategies when faced with challenges of a technical, cross-cultural and personal nature. It also explores students' perceived learning outcomes, namely building cultural knowledge, fostering critical thinking, improving language accuracy and encouraging further study. In light of these findings, it argues that a meaningful and "authentic" learning task is essential to allow "real life" online exchange to take place and to engage students in their own learning. [For the complete book, "Internet Research, Theory, and Practice: Perspectives from Ireland," see ED575997.]

Task-Based Language Learning and Teaching has received sustained attention from teachers and researchers for over thirty years. It is a well-established pedagogy that includes the following characteristics: major focus on authentic and real-world tasks, choice of linguistic resources by learners, and a clearly defined non-linguistic outcome. This paper will focus on the contributions Goal Setting and Task Analysis can make to more effective Task-Based language learning and teaching.

In most settings, task-based language teaching and testing have been dissociated from each other. That is why this study came to rethink of the learners' views towards awareness and implementation of task-based language teaching through IELTS listening tasks. To these objectives, after sketching instrumentation, the learners were divided into IELTS-Instructed group and TOEFL-Instructed group, the former was treated through IELTS listening task with the related strategies and tips, and the latter was instructed through TOEFL listening materials. Prior to treatment, statistically viewed, a significant difference was observed between the questionnaires of teachers and learners, but after undertaking an instruction, a significant difference was observed just between the views of the teachers and IELTS-instructed group. As such, a significant difference between the performances of the two groups was revealed. The results displayed that the performance and views of the task-associated group were, respectively, increased and changed, affected by the wash-back effect of the task-oriented IELTS activities. It is hoped that this paper will be of pedagogical use for the teachers and learners enchanted to bridge the gap between task-based language teaching and task-based language testing.

This study examined the effects of tasks, with varying levels of complexity, i.e. simple, + complex and ++ complex tasks on EFL learners' oral production in a multimedia task-based language teaching environment. 57 EFL adult learners carried out a total of 12 tasks, in sets of four tasks within three different themes and different levels of complexity. During the 16 weeks of the study, the students performed three oral test tasks that were assessed in terms of accuracy, fluency and complexity, using eight different measures. This study found that scaffolding learners in performing tasks with increasing levels of complexity in a multimedia task-based language teaching/learning context, results in improved second language oral production, particularly in terms of accuracy, fluency and complexity.

This study investigated college EFL teachers' attitudes toward task-based language teaching (TBLT), regarding their familiarity with the idea of TBLT, their actual use of TBLT, and contextual factors that impede the implementation of TBLT in the higher education context in China. The study described here is a questionnaire survey with 26 valid responses. Results of this study are derived from discussion concerned with qualitative and quantitative data. The findings in the study show that though there are constraints from various aspects (including, the teaching materials, large class size etc.) for the successful implementation of TBLT, TBLT as a communicative teaching approach received very positive feedback from teachers. The majority of the teachers in this study hold positive views towards TBLT even though they have a low-level understanding of principles and practices of TBLT. The results addressed the issues existed in the pre-service and in-service training of Chinese EFL teachers. This study also highlighted the need for the Chinese ELT teachers to further develop their professional skills in terms of their competence to deal with large class size teaching, material development and English proficiency. Based on the findings, suggestions for teacher education and further development were made. This research is intended to yield informative insights regarding sustainable curriculum change management, policy implementation and professional development of English teachers in the Chinese EFL context.

English for Academic Purposes (EAP) programs designed to meet postsecondary English language proficiency requirements are a common pathway to higher education for students from non-English-speaking backgrounds. Grounded in a Canadian context, this study seeks to examine the prevalence of Task-Based Language Teaching (TBLT) in EAP, common examples of EAP tasks, and the benefits and drawbacks of this approach for EAP students. EAP professionals (n = 42) were recruited from the membership of TESL Canada, and participants completed a questionnaire on their perceptions of TBLT for EAP. Of those who participated, 69% reported using TBLT in at least half of their lessons, with 86% of the participants indicating that TBLT was suitable for EAP instruction. Further qualitative analysis of the data revealed that presentations, essays, and interviews were the top three tasks employed by EAP teachers; the practicality, effectiveness, and learner-centredness of TBLT were its major benefits; and mismatched student expectations, lack of classroom time, and excessive instructor preparation were TBLT's major drawbacks. Ambiguity regarding what constitutes TBLT was also found in the data. It appears that TBLT is used by participants across Canada and is well accepted as a teaching approach. However, some concerns associated with TBLT in EAP remain to be addressed.

Task-based language teaching (TBLT) is an important second language teaching method. Planning is one of the significant factors in the studies of TBLT. This paper will mainly discuss the influence of planning on students' language performance in TBLT.

This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.

This article reports the findings of a qualitative research study conducted with six first semester students of an English as a foreign language program in a public university in Colombia. The aim of the study was to implement task-based language teaching as a way to integrate language skills and help learners to improve their communicative competence in English. The results suggest that the implementation of task-based language teaching facilitated the integration of the four skills in the English as a foreign language context. Furthermore, tasks were meaningful and integrated different reading, writing, listening, and speaking exercises that enhanced students' communicative competences and interaction. It can be concluded that task-based language teaching is a good approach to be used in the promotion of skills integration and language competences.

This article reports the findings of a qualitative research study conducted with six first semester students of an English as a foreign language program in a public university in Colombia. The aim of the study was to implement task-based language teaching as a way to integrate language skills and help learners to improve their communicative competence in English. The results suggest that the implementation of task-based language teaching facilitated the integration of the four skills in the English as a foreign language context. Furthermore, tasks were meaningful and integrated different reading, writing, listening, and speaking exercises that enhanced students' communicative competences and interaction. It can be concluded that task-based language teaching is a good approach to be used in the promotion of skills integration and language competences.