1887
Volume 5, Issue 1
  • ISSN 2542-3835
  • E-ISSN: 2542-3843
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Despite the increasing popularity of task-based language teaching (TBLT) among researchers and teachers, further classroom-based empirical evidence is needed to support its use over more traditional teaching approaches such as presentation practice production (PPP). The argument that TBLT is ‘legislation by hypothesis’ (Swan, 2005), is yet to be completely refuted (Ellis, 2018). Four intact classes of Japanese university students taking a one-year oral English course were randomly assigned to either a TBLT or PPP teaching condition. Speaking proficiency and speaking self-efficacy were measured three times during the year to discover the differential impact of teaching approach on growth. Student interviews provided insights into their views on the different approaches. Results showed that students in TBLT and PPP classes experienced growth in both proficiency and self-efficacy, and there was no difference in final outcomes for the two conditions. However, patterns of growth for the groups were different.

Loading

Article metrics loading...

/content/journals/10.1075/jsls.20014.har
2021-04-09
2025-02-14
Loading full text...

Full text loading...

References

  1. Anderson, J.
    (2017) A potted history of PPP with the help of ELT Journal. ELT Journal, 71 (2), 218–227. doi:  10.1093/elt/ccw055
    https://doi.org/10.1093/elt/ccw055 [Google Scholar]
  2. Bandura, A.
    (1997) Self-efficacy: The exercise of control. W.H. Freeman.
    [Google Scholar]
  3. Bond, T. G., & Fox, C. M.
    (2007) Applying the Rasch model: Fundamental measurement in the human sciences. Routledge.
    [Google Scholar]
  4. Brown, H. D. & Lee, H.
    (2015) Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed.). Pearson Education.
    [Google Scholar]
  5. Bryfonski, L. & McKay, T. H.
    (2017) TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 1–30. doi:  10.1177/1362168817744389
    https://doi.org/10.1177/1362168817744389 [Google Scholar]
  6. Cancino, H., Rosansky, E., & Schumann, J. H.
    (1978) The Acquisition of English Negatives and Interrogatives by Native Spanish Speakers. InE. Hatch (Ed.), Second Language Acquisition (pp.207–230). Newbury House.
    [Google Scholar]
  7. Carless, D.
    (2009) Revisiting the TBLT versus PPP debate: Voices from Hong Kong. Asian Journal of English Language Teaching19, 49–66.
    [Google Scholar]
  8. Corder, S. P.
    (1967) The significance of learners’ errors. International Review of Applied Linguistics, 5, 161–169. 10.1515/iral.1967.5.1‑4.161
    https://doi.org/10.1515/iral.1967.5.1-4.161 [Google Scholar]
  9. DeKeyser, R.
    (1997) Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition, 19 (2), 195–221. doi:  10.1017/S0272263197002040
    https://doi.org/10.1017/S0272263197002040 [Google Scholar]
  10. (Ed.) (2007) Practicing in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press. 10.1017/CBO9780511667275
    https://doi.org/10.1017/CBO9780511667275 [Google Scholar]
  11. Dörnyei, Z.
    (2005) The psychology of the language learner. Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers.
    [Google Scholar]
  12. Ellis, R.
    (2003) Task-based language learning and teaching. Oxford University Press.
    [Google Scholar]
  13. (2018) Reflections on task-based language teaching. Multilingual Matters.
    [Google Scholar]
  14. (2019) Towards a modular language curriculum for using tasks. Language Teaching Research, 23 (4), 454–475. doi:  10.1177/1362168818765315
    https://doi.org/10.1177/1362168818765315 [Google Scholar]
  15. Ellis, R. & Shintani, N.
    (2014) Language Pedagogy through Second Language Acquisition. Routledge.
    [Google Scholar]
  16. Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C.
    (2019) Task-based language teaching: Theory and practice. Cambridge University Press. 10.1017/9781108643689
    https://doi.org/10.1017/9781108643689 [Google Scholar]
  17. Field, A. P.
    (2009) Discovering statistics using SPSS. Sage.
    [Google Scholar]
  18. Foster, P.
    (1998) A Classroom Perspective on the Negotiation of Meaning, Applied Linguistics, 19 (1), 1–23. doi:  10.1093/applin/19.1.1
    https://doi.org/10.1093/applin/19.1.1 [Google Scholar]
  19. Ganjouee, A. A., Ghonsooly, B., & Fatemi, A. H.
    (2018) The impact of task-based instruction on the enhancement of Iranian intermediate EFL learners’ speaking skill and emotional intelligence. Applied Research on English Language7(2), 195–214.
    [Google Scholar]
  20. Gardner, R. C.
    (1979) Social psychological aspect of second language acquisition. InH. Giles & R. St. Clair (Eds.), Language and social psychology (pp.193–220). Basil Blackwell.
    [Google Scholar]
  21. Graham, S.
    (2007) Learner strategies and self-efficacy: Making the connection. Language Learning, 35 (1), 81–93. doi:  10.1080/09571730701315832
    https://doi.org/10.1080/09571730701315832 [Google Scholar]
  22. Graham, S. J. and Macaro, E.
    (2008) Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58 (4), 747–783. doi:  10.1111/j.1467‑9922.2008.00478.x
    https://doi.org/10.1111/j.1467-9922.2008.00478.x [Google Scholar]
  23. Graus, J., & Coppen, P.
    (2016) Student teacher beliefs on grammar instruction. Language Teaching Research20(5), 571–599. doi:  10.1177/1362168815603237
    https://doi.org/10.1177/1362168815603237 [Google Scholar]
  24. Harmer, J.
    (2010) The Practice of English Language Teaching (4th ed). Longman.
    [Google Scholar]
  25. Horwitz, E. K.
    (1987) Surveying student beliefs about language learning. InA. Wenden & J. Rubin, (Eds.), Learner strategies in language learning (pp.119–129). Prentice Hall.
    [Google Scholar]
  26. King, J.
    (2013) Silence in the Japanese classroom. Palgrave Macmillan. 10.1057/9781137301482
    https://doi.org/10.1057/9781137301482 [Google Scholar]
  27. Leeming, P.
    (2017) A longitudinal investigation into English speaking self-efficacy in a Japanese language classroom. Asian-Pacific Journal of Second and Foreign Language Education2, (12), 1–18. 10.1186/s40862‑017‑0035‑x
    https://doi.org/10.1186/s40862-017-0035-x [Google Scholar]
  28. Linacre, J. M.
    (2007a) FACETS: A computer program for the analysis of multi-faceted data [Computer software]. MESA.
    [Google Scholar]
  29. (2007b) A user’s guide to WINSTEPS: Rasch-model computer program. MESA Press.
    [Google Scholar]
  30. (2011) A user’s guide to FACETS: Rasch-model computer program. MESA Press.
    [Google Scholar]
  31. Linacre, J. M., & Wright, B. D.
    (2007) WINSTEPS: Multiple-choice, rating scale, and partial credit Rasch analysis [Computer software]. MESA.
    [Google Scholar]
  32. Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X.
    (2009) Second language learner’s beliefs about grammar instruction and error correction. The Modern Language Journal93(1), 91–104. doi:  10.1111/j.1540‑4781.2009.00830.x
    https://doi.org/10.1111/j.1540-4781.2009.00830.x [Google Scholar]
  33. Long, M.
    (1985) A role for instruction in second language acquisition: task-based language teaching. InK. Hyltenstam and M. Pienemann (Eds.), Modelling and Assessing Second Language Acquisition (pp.77–99). Multilingual Matters.
    [Google Scholar]
  34. (1991) Focus on form: A design feature in language teaching methodology. InK. De Bot, G. Kees; R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp.39–52). John Benjamins. 10.1075/sibil.2.07lon
    https://doi.org/10.1075/sibil.2.07lon [Google Scholar]
  35. (2015) Second language acquisition and task-based language teaching. Wiley Blackwell.
    [Google Scholar]
  36. (2016) In defence of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33. 10.1017/S0267190515000057
    https://doi.org/10.1017/S0267190515000057 [Google Scholar]
  37. Madarsara, A. M., & Rahimy, R.
    (2015) Examining the effect of task complexity and sequence on speaking ability of Iranian EFL learners. International Journal of Applied Linguistics and Literature4(1), 247–254.
    [Google Scholar]
  38. Manalo, E., Koyasu, M., Hashimoto, K., & Miyauchi, T.
    (2006) Factors that impact the academic motivation of Japanese students in Japan and in New Zealand. Psychologia, 49, 114–131. doi:  10.2117/psysoc.2006.114
    https://doi.org/10.2117/psysoc.2006.114 [Google Scholar]
  39. Matsuura, H., Chiba, R., & Hilderbrandt, P.
    (2001) Beliefs and learning and teaching communicative English in Japan. JALT Journal23 (1), 69–89. doi:  10.37546/JALTJJ23.1‑4
    https://doi.org/10.37546/JALTJJ23.1-4 [Google Scholar]
  40. McDonough, J., & McDonough, S.
    (1997) Research methods for English language teachers. Arnold.
    [Google Scholar]
  41. Mills, N.
    (2014) Self-efficacy in second language acquisition. InS. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp.6–19). Multilingual Matters. 10.21832/9781783091362‑003
    https://doi.org/10.21832/9781783091362-003 [Google Scholar]
  42. Mills, N., Pajares, F., & Herron, C.
    (2006) A reevaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39 (2), 276–295. doi:  10.1111/j.1944‑9720.2006.tb02266.x
    https://doi.org/10.1111/j.1944-9720.2006.tb02266.x [Google Scholar]
  43. Mosquera, L. H.
    (2012) A research study on task-based language assessment. Revista de Lenguas Modernas, 16, 215–227.
    [Google Scholar]
  44. Nitta, R., & Nakatsuhara, F.
    (2014) A multifaceted approach to investigating pre-task planning effects on paired oral task performance. Language Testing, 31 (2), 147–175. doi:  10.1177/0265532213514401
    https://doi.org/10.1177/0265532213514401 [Google Scholar]
  45. Norris, J. & L. Ortega
    (2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning50, 417–528. doi:  10.1111/0023‑8333.00136
    https://doi.org/10.1111/0023-8333.00136 [Google Scholar]
  46. Nunan, D.
    (1995) Closing the gap between learning and instruction. TESOL Quarterly29(1), 133–158. doi:  10.2307/3587808
    https://doi.org/10.2307/3587808 [Google Scholar]
  47. Ockey, G. J., Koyama, D., & Setoguchi, E.
    (2013) Stakeholder input and test design: A case study on changing the interlocutor familiarity facet of the group oral discussion test. Language Assessment Quarterly, 10 (3), 292–308. doi:  10.1080/15434303.2013.769547
    https://doi.org/10.1080/15434303.2013.769547 [Google Scholar]
  48. Ooyoung Pyun, D.
    (2013) Attitudes towards task-based language learning: A study of college Korean language learners. Foreign Language Annals, 46 (1), 108–121. doi:  10.1111/flan.12015
    https://doi.org/10.1111/flan.12015 [Google Scholar]
  49. Piniel, K., & Csizér, K.
    (2015) Changes in motivation, anxiety and self-efficacy during the course of an academic writing seminar. InZ. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp.164–194). Multilingual Matters.
    [Google Scholar]
  50. Plonsky, L., & Oswald, F. L.
    (2014) How big is “big”? Interpreting effect sizes in L2 research. Language Learning64(4), 878–912. doi:  10.1111/lang.12079
    https://doi.org/10.1111/lang.12079 [Google Scholar]
  51. Richards, J. C., & Rodgers, T. S.
    (2001) Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press. 10.1017/CBO9780511667305
    https://doi.org/10.1017/CBO9780511667305 [Google Scholar]
  52. Ryan, R. M., & Deci, E. L.
    (2017) Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. 10.1521/978.14625/28806
    https://doi.org/10.1521/978.14625/28806 [Google Scholar]
  53. Samuda, V., & Bygate, M.
    (2008) Tasks in second language learning. Palgrave. 10.1057/9780230596429
    https://doi.org/10.1057/9780230596429 [Google Scholar]
  54. Sato, R.
    (2009) Suggestion for creating approaches suitable to the Japanese EFL environment. The Language Teacher, 33 (9), 11–14.
    [Google Scholar]
  55. Sato, M., and Loewen, S.
    (2019) Toward evidence-based second language pedagogy: Research proposals and pedagogical recommendations. InM. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp.1–24), Routledge. 10.4324/9781351190558‑1
    https://doi.org/10.4324/9781351190558-1 [Google Scholar]
  56. Schmidt, R.
    (2001) Attention. InP. Robinson (Ed.), Cognition and second language instruction (pp.3–32). Cambridge University Press. 10.1017/CBO9781139524780.003
    https://doi.org/10.1017/CBO9781139524780.003 [Google Scholar]
  57. Schommer, M.
    (1994) An emerging conceptualization of epistemological beliefs and their role in learning. InR. Garner & P. A. Alexander (Eds.), Beliefs about text and instruction with text (pp.25–55). Erlbaum.
    [Google Scholar]
  58. Seargeant, P.
    (2009) The idea of English in Japan: Ideology and the evolution of a global language. Multilingual Matters. 10.21832/9781847692030
    https://doi.org/10.21832/9781847692030 [Google Scholar]
  59. Shintani, N.
    (2015) The incidental grammar acquisition in focus on form and focus on forms instruction for Young Beginner Learners. TESOL Quarterly, 49 (1), 115–140. doi:  10.1002/tesq.166
    https://doi.org/10.1002/tesq.166 [Google Scholar]
  60. (2016) Input-based tasks in foreign language instruction for young learners. John Benjamins. 10.1075/tblt.9
    https://doi.org/10.1075/tblt.9 [Google Scholar]
  61. Simon, E., & Taverniers, M.
    (2011) Advanced EFL learners’ beliefs about language learning and teaching: A comparison between grammar, pronunciation, and vocabulary. English Studies92(8), 896–922. doi:  10.1080/0013838X.2011.604578
    https://doi.org/10.1080/0013838X.2011.604578 [Google Scholar]
  62. Skehan, P.
    (1998) A cognitive approach to language learning. Oxford University Press.
    [Google Scholar]
  63. Spada, N. & Y. Tomita
    (2010) Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning60(2), 1–46. doi:  10.1111/j.1467‑9922.2010.00562.x
    https://doi.org/10.1111/j.1467-9922.2010.00562.x [Google Scholar]
  64. Swan, M.
    (2005) Legislation by hypothesis: The case of task based instruction. Applied Linguistics, 26 (3), 376–401. doi:  10.1093/applin/ami013
    https://doi.org/10.1093/applin/ami013 [Google Scholar]
  65. Swanson, P.
    (2014) The power of belief: Spanish teachers’ sense of efficacy and student performance on the national Spanish exams. Hispania, 97 (1), 5–20. doi:  10.1353/hpn.2014.0015
    https://doi.org/10.1353/hpn.2014.0015 [Google Scholar]
  66. The Douglas Fir Group
    The Douglas Fir Group (2016) A Transdisciplinary Framework for SLA in a Multilingual World. The Modern Language Journal, 100, 19–47. doi:  10.1111/modl.12301
    https://doi.org/10.1111/modl.12301 [Google Scholar]
  67. Torky, S.
    (2006) The effectiveness of a task-based instruction program in developing the English language speaking skills of secondary stage. Unpublished doctoral dissertation, Ain Shams University, Cairo, Egypt.
    [Google Scholar]
  68. Willis, J.
    (1996) A framework for task-based learning. Longman.
    [Google Scholar]
/content/journals/10.1075/jsls.20014.har
Loading
/content/journals/10.1075/jsls.20014.har
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): classroom interaction; PPP; self-efficacy; speaking; TBLT
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error