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Academic literature on the topic 'Task-Based Language Learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 June 2025

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Journal articles on the topic "Task-Based Language Learning"

Maxfuza, Raxmanova, and Abidova Nasibabegim. "Developing student’s speaking skills by task-based language teaching methods." International Journal Of Literature And Languages 5, no. 2 (2025): 43–46. https://doi.org/10.37547/ijll/volume05issue02-12.

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Language teaching is not just about teaching languages, it is also about helping students to develop themselves as people. Task-based language teaching (TBLT) proposes the use of tasks as a central component in the language classroom because they provide better contexts for activating learner acquisition processes and promoting second language learning. Speaking skill is one of the crucial parts learning and teaching another language. In the process of the learning speaking skills, the students learn to communicate in real situations. This article discussed the methods which are helpful and effective for the students’ speaking skills related to the task-based language. Moreover, there are three phrases of task-based language: pre-task, task and language focus.

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Michel, Marije. "Task-based Language Teaching TBLT." Elia, no. 23 (2023): 317–28. http://dx.doi.org/10.12795/elia.2023.i23.10.

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When you ask learners why they enrolled in a language class, they typically will give answers like ‘because I need it for my study and work’; ‘because I want to be able to talk with the family of my partner’; ‘because it is my favourite holiday destination and I want to be able to speak to the people’ or ‘because I really like the language’. In all the years, I have worked as a language teacher myself, I have never met a student who answered: ‘I really wanted to learn past progressive’ or ‘I need to become better at phrasal verbs’. Sometimes, a student might wish to have ‘more vocabulary and better grammar’ as they feel they cannot express their intentions well enough for smooth communication. Still, irrespective of whether they are intrinsically motivated to learn the language or take a more instrumental view as they need it for educational or professional reasons, language learners across the globe usually learn a language because they want or should be able to do something with the language in interaction with people that also use that language to communicate. Inherently, second language (L2) learning is to a large extent socially driven: we want to become a member of the community of speakers that use the target language (Atkinson, 2010). These voices stand in contrast to what we still see in a lot of language teaching material and course books, that adhere to a structurefocussed PPP tradition: isolated structures are being presented and explained – followed by exercises to practice them – followed by communicative activities where students can demonstrate that they can perform in the language using the target structure. In the early 1980s, Task-Based Language Teaching (TBLT) emerged as a functionally oriented alternative to the PPP tradition (van den Branden, Bygate & Norris, 2009). In this short essay, I will present the main concepts and ideas that underly task-based language pedagogy.

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Bai, G. Reeta, and Dr Robinson C.S. "Second Language and Its Significance in Teaching and Learning through Task-based Learning: Literature Review." International Journal of Early Childhood Special Education 14, no. 1 (2022): 712–18. http://dx.doi.org/10.9756/int-jecse/v14i1.221083.

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Learning a second language is not as simple as learning a regional language or mother tongue. Students can acquire the regional language faster because of the environment and usage of the language for survivors, where they get the opportunity to learn and get corrected. Whereas learning a second language without much reflection in routine will stress the learners to retain the language in the long run. To remove the barriers and learn the language better, task-based learning is one of the approaches that help the learners use the language without any intervention. Mistakes are rectified through observation and learning. It also indirectly helps the students to learn a second language faster. This review aims to define the character of task-based learning, the role of a teacher and the students, and to indicate the research carried out by various researchers. This literature review also states the effective usage of comics in task-based learning to improve the students’ learning outcomes. Reading has a great impact on an individual because many leaders were voracious readers and that was reflected in their speech, daily life, and the book they published.

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Esfandiari, Mehran. "Task-based Learning Applied: Satisfactory Grammar Coverage." International Journal of English and Cultural Studies 1, no. 1 (2018): 68. http://dx.doi.org/10.11114/ijecs.v1i1.3104.

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Not only did the emergence of the idea of communicative competence result in grammar instruction being moved from its central position in traditional approaches, but it also helped to pave the way for the adoption of Communicative Language Teaching (CLT). As a tenet of language teaching methodology, the belief that languages are acquired through communication has appeared to be central to the development of task-based approaches to language teaching. Built upon the idea of learner-centeredness and CLT models of language learning, task-based learning (TBL) comes into play and encourages language learning through authentic acts of communication, interaction, and negotiation of meaning. With its main focus on fluency rather than accuracy, TBL has been criticized for inadequate grammar coverage. By drawing a distinction between a task and a grammar exercise and between focus on form and focus on forms, this paper argues that there are enough opportunities for satisfactory grammar coverage throughout a TBL lesson.

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Ahmadian, Mohammad Javad. "Task-based language teaching and learning." Language Learning Journal 44, no. 4 (2016): 377–80. http://dx.doi.org/10.1080/09571736.2016.1236523.

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BURDUJAN, Radu. "The potential of task-based language learning (TBL) in an interdisciplinary context." Acta et commentationes: Științe ale Educației 35, no. 1 (2024): 127–35. http://dx.doi.org/10.36120/2587-3636.v35i1.127-135.

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This research explores the implementation of Task-Based Language Learning (TBL) within an interdisciplinary framework to enhance linguistic proficiency and subject-specific knowledge. Emphasizing the value of interdisciplinarity in promoting interaction and motivation, the study advocates for collaboration across diverse disciplines. Task-based learning is examined for its goal-oriented nature and authenticity in replicating real-life scenarios. The research highlights the potential benefits of TBL in fostering linguistic competence, critical thinking, and a holistic understanding of real-world problems. It includes a sample interdisciplinary lesson plan integrating English Language, Mathematics, and Art.

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Kasimova, Dilrabo. "Task Based Learning Approach." JOURNAL OF UNIVERSAL SCIENCE RESEARCH 1, no. 3 (2023): 219–21. https://doi.org/10.5281/zenodo.7772126.

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This paper includes some information about usage of TBLT approach and discusses some advantages and disadvantages of using this approach while teaching second language. Moreover, the information about how students can be engaged by employing this method is mentioned as a recommendation.

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Megawati, Fika, and Rahmatul Khalik Alwiyasa. "TASK-BASED LANGUAGE LEARNING: IMPLEMENTING A TASK-SUPPORTED SYLLABUS." TRANSFORMATIONAL LANGUAGE LITERATURE AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) 2, no. 1 (2022): 10–15. http://dx.doi.org/10.55047/transtool.v2i1.1370.

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Task-Based Language Teaching has emerged as an innovative approach to language learning, emphasizing the use of meaningful tasks to facilitate language acquisition. This method not only fosters engagement among learners but also caters to their specific needs and proficiencies, thereby promoting a more dynamic and effective learning environment. The study employed a qualitative research design utilizing semi-structured interviews to gather data on learners' experiences and outcomes associated with task-based activities. Participants comprised language learners from diverse backgrounds who engaged in a variety of task-based activities designed to reflect their linguistic needs and cultural contexts. The findings showed that students generally found the task-based activities engaging and relevant to their language learning needs, as the tasks often mirrored real-life situations, which increased their motivation and facilitated a deeper understanding of language use in authentic contexts. The incorporation of such authentic tasks not only enhanced the learners' motivation but also encouraged the transfer of skills to real-world communication scenarios, demonstrating the critical link between task relevance and communicative competence among language learners.

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Belano, Ariane Jane, and Rebecca Subillaga. "Application of Teacher-Made Task-Based Module in Task-Based Language Teaching Under New Normal." Psychology and Education: A Multidisciplinary Journal 21, no. 4 (2024): 358–69. https://doi.org/10.5281/zenodo.12576247.

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This study focused on the effectiveness of Teacher- Made Task-Based Approach Module which consists of pre-task, actual task, post task review, and assignment or practice uploaded in the Learning Management System in relation to students’ academic achievement in English 10 under new normal in San Emmanuel National High School with a problem posed in terms of reading comprehension among students. To provide good analysis, an experimental research design was used. The study subjects were 40 G-10 students. Mean was utilized to determine the validity of the Task-based Approach Module and the academic achievement of the control group and experimental group. Results revealed that the Task-based Approach Module was highly valid in content, relevance, instructional quality, and acceptability, implying that it is suitable for use in Task-Based Language Teaching. Hence, the transmuted pretest scores of both groups did not meet the expectation with similar achievement of learning. The posttest scores revealed that the experimental group performed better than the control group. The EG obtained a satisfactory level. In contrast, the CG has obtained a fairly satisfactory level. The t-test revealed that the students increased their scores during the posttest compared to their pretest scores. Furthermore, the mean gain scores revealed that the EG performed better than the CG student. The application of the Task-Based Approach learning module was effective as to the content and relevance of task-based activities through the task cycle in the new normal, which contributed to the increase in performance scores of the respondents. It concluded that the Task-based Approach Module had effectively and significantly improved the students' academic achievement in English. Further, It was suggested that further research be conducted, with an emphasis on the learning styles of the students and an investigation into how well the Task-based Approach Module works to improve students' reading, writing, and listening skills in both public educational settings and other levels of education, such as upper secondary ones.  

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Жебраткина, И. Я., В. В. Романов, И. В. Чивилева, and О. И. Князькова. "The use of “Task-based learning” in English language classes." Bulletin of Pedagogical Sciences, no. 6 (June 28, 2024): 246–51. http://dx.doi.org/10.62257/2687-1661-2024-6-246-251.

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центральную позицию в представленной работе занимает так называемый метод коммуникативных заданий (Task-based learning (TBL)) в обучении иностранному (английскому) языку. Аналитический обзор научной работ по данной тематике позволил выявить высокую степень востребованности данного метода среди преподавателей по иностранному языку, а личный опыт доказал его несомненную практическую значимость и эффективность. Метод коммуникативных заданий представляет собой один из методов коммуникативного подхода, позволяющий принимать во внимание особенности и потребности каждого отдельного обучающегося, настойчиво стимулирующий мотивацию обучающихся для выполнения реальных, «правдивых», «жизненных» практических заданий. В статье представлен анализ главных атрибутов упомянутой методики, ее плюсы и минусы, основные характеристики. Дается определение обсуждаемого метода, описание этапов, которые включают в себя занятия, основанные на методе коммуникативных заданий, приводятся примеры некоторых видов заданий при использовании Task-based learning. Цель работы заключается в том, чтобы показать методическую «ценность» метода коммуникативных задач, а также возможность и абсолютную необходимость практического применения данного метода на занятиях по иностранному (английскому) языку с обучающимися неязыковых специальностей в силу его беспрецедентной эффективности. the central position of the research is occupied by «Task-based learning» method applied in teaching a foreign language, and English as well. An analytical review of scientific works on the issue under discussion revealed its being in great among foreign language teachers, and personal experience proved its undoubted practical significance and effectiveness. Task-based learning is a method of a communicative approach, which makes it possible to take into account peculiarities and needs of each individual student, persistently stimulating students` motivation to performing real, «true to life» practical tasks. The article presents an analysis of the main attributes of the mentioned methodology, its pros and cons, and the main characteristics. It also provides a definition of the method, describes its stages, gives examples of some types of tasks when using Task-based learning. The purpose of the work is to demonstrate the methodological “value” of Task-based learning due to its unprecedented efficiency, as well as the possibility and the absolute necessity of its practical use in foreign (English) language classes with students of non-linguistic specialties.

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Dissertations / Theses on the topic "Task-Based Language Learning"

Ozverir, Ildeniz. "Task-based authentic learning activities in computer assisted foreign language learning." Thesis, Ozverir, Ildeniz (2015) Task-based authentic learning activities in computer assisted foreign language learning. PhD thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/27393/.

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One of the challenges that English as a Foreign Language (EFL) learners experience is the lack of authentic use of the language. In most cases they are confined to the activities conducted in classrooms and lack opportunities to use and practice the target language outside the school in genuine settings. However, the activities done in class are generally decontextualized and lack real world relevance. As a result of this, while learners may have extensive knowledge about the target language—which is referred to as know what—they can scarcely use it for communication in real life—which is referred to as know how. This study suggests that with the advances in pedagogical theory, authentic learning has much to offer in order to situate learning tasks in contexts that close the gap between the classrooms and real life. In so doing, the aim of this research is to provide learners with opportunities to use the target language in the kinds of purposeful and complex ways that it is used in real life. In order to achieve this aim, characteristics of authentic learning environments were used as guidelines to design an e-learning environment which was based on real world activities. The study sought to investigate: how students engage with and respond to a computer-assisted language learning environment designed to incorporate characteristics of authentic activities in foreign language education; how students and teachers view the importance of each of the characteristics of authentic activities; how teachers support and scaffold student learning in a computer-assisted language learning environment designed to incorporate characteristics of authentic activities; and the ways in which students achieve foreign language competency through the use of computer assisted task-based authentic activities. The research was conducted in North Cyprus with pre-university level EFL learners over a period of two semesters. Three teachers and 12 students participated in the study. A design-based research approach was employed in two iterative cycles in the form of an interpretive, qualitative study. The activity that learners were required to complete was based on a fictitious scenario set in a newspaper office. In this scenario learners assumed the roles of members of the editorial board, and the teachers were the editors of a newsletter. Learners researched topics that were socially important to them and produced articles for the newsletter, with all products written, and all communication spoken in the target language. Later, the two newsletters were published and distributed at Eastern Mediterranean University (EMU). Design-based research was employed in two cycles over two semesters. Data was collected through observations, interviews (both individual and group), work samples and video recordings. Later interviews and videotapes were transcribed for in-depth analysis. Cross-case data analysis was used in order to be able to draw conclusions in terms of the applicability of the findings to other similar settings. The results indicated that despite the lack of learners’ experience in using computers as part of their formal education, they found it motivating and educational. Basing the learning environment and activity on the characteristics of authentic activities have provided a real purpose to complete the activity, and many opportunities to use the target language in context, as well as to develop relevant skills. Teachers supported and scaffolded learners to direct their attention to the different resources available and to the different components of their articles. This process has provided the opportunity to focus on the author, content, language, audience and process, and thus enabled learners to develop authorship skills, to develop the content of their product, to correct and improve linguistic errors, to address the needs of the audience, and to develop problem solving skills. A key outcome of the research was the development of a framework for the design of authentic learning environments to be used in the teaching of foreign languages, in the form of 11 design principles. These principles contribute both theoretically and practically to understanding of how students learn languages in authentic and meaningful contexts.

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Burlaka, I. "Task-based language teaching as a trend in foreign language learning approaches." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10505.

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Lee, Suet-mui Carol. "English teachers' conceptions of task-based learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25161416.

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Tong, Siu-yin Annie, and 湯小燕. "Task-based learning in English language in Hong Kong secondaryschools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45015041.

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Robinson, Mark. "Imaginative challenge and discourse strategies in task-based language learning." Thesis, University of Leeds, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342287.

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Xiang, Chun Ping. "A study on task-based language teaching and learning : tasks and language focus." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2180749.

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Tong, Siu-yin Annie. "Task-based learning in English language in Hong Kong secondary schools /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31491066.

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Geldenhuys, Catharina Maria. "Task-based course design for campus communication in isiXhosa." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6531.

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Thesis (MA (African languages))--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: The central purpose of this study is to investigate the nature and properties of communication tasks employed in generic communication in isiXhosa on a university campus in South Africa within the framework of current second language theories of task-based language learning and teaching, and syllabus design for analysing those tasks, taking into account the needs of second language learners of isiXhosa in the context of campus communication. The study aims to explore questions relating to how meaning-based approaches to language teaching such as Task-based language learning and teaching have contributed to the teaching and learning of a second language in regard to the performance of the learner. One of the main aims of the task-based language learning and teaching (TBL and T) approach is to provide learners with input that are relevant to their everyday life in and outside of the language learning classroom. The aim is to further provide teachers with theorectical principles of teaching in order to influence the second language development and performance of the learner in an optimal manner. Thus the concern of TBL and T is to promote the motivation of the learner, negotiations of meanings among the learners and teacher in the classroom and optimal language development. The performance of the learners are thus positively influenced because they are now in more control of their own learning and the teacher no longer has to be the only provider of information and interaction to the language learning classroom. In order to explore the various possibilities that exist in the designing of tasks for the context of a university campus in regards to learning isiXhosa as a second language or additional language, this study investigates several components of tasks relating to cognitive and linguistic complexity, the effects the manipulation of these components might have on the language learning and elements and components of designing a syllabus, and how they influence the teaching and learning of the second language. Furthermore analyses regarding various complexity properties are conducted on the isiXhosa dialogues in order to determine criteria for syllabus designers on how tasks can be graded and sequenced within a task-based language learning and teaching syllabus for second language learners of isiXhosa.<br>AFRIKAANSE OPSOMMING: Die sentrale fokus van hierdie studie behels die ondersoek in die natuur en eienskappe van kommunikasietake wat gevind word in generiese kommunikasietake in isiXhosa by ’n universiteit kampus in Suid-Afrika, binne die konteks van hedendaagse tweede taal teorieë van taakgebasseerde taalleer en onderrig sowel as syllabus ontwerp en die analisering van daardie take aan die hand van die behoeftes van tweede taal leerders van isiXhosa in die konteks van kampus kommunikasie. Die studie beoog om vas te stel hoe betekenis-gebaseerde benaderings tot taal onderrig soos byvoorbeeld taakgebaseerde taalleer en onderrig bydra tot die onderrig en leer van ’n tweede taal in verband met die werkverrigtinge en prestasies van die leerder. Die taakgebaseerde benadering tot die leer en onderrig van ’n tweede taal beoog om die leerders toe te rus met relevante en alledaagse temas wat leerders binne en buite die klaskamer ervaar. Verder beoog hierdie benadering om opvoeders toe te rus met die nodige teoretiese beginsels van onderrig sodat tweede taal ontwikkeling sowel as die prestasies en werkverrigtinge van die leerders in ’n optimale en positiewe wyse beinvloed word. Hierdie benadering tot die leer en onderrig van taal is veral gemoeid met die positiewe bevordering van die motivering van die leerder sowel as die interaksies en vrae van betekenis tussen die leerders en die opvoeders binne die omgewing van die klaskamer sodat optimale taal ontwikkeling plaasvind. Die werkverrigtinge en prestasies van die leerder word dus positief beinvloed omdat die leerder in beheer is van sy/haar eie leer en die opvoeder is nie meer die enigste bron van inligting en interaksie in die klakamer nie. Verder ondersoek hierdie studie verskeie komponente van take wat verband hou met kognitiewe en linguisities kompleksiteit, die effek van manipulasie op hierdie komponente met betrekking tot die taalleer en die elemente en komponente van sillabus ontwerp asook hoe hierdie komponente die leer en onderrig van ’n tweede taal beinvloed. Hierdie insigte op die komponente van take skep verskeie moontlikhede vir die ontwikkeling van take in die konteks van ’n universiteit kampus met betrekking tot die leer van isiXhosa as ’n tweede taal of additionele taal. Verder verskaf die studie ook ontledings met betrekking tot die kompleksiteitseienskappe van verskeie isiXhosa dialoeë sodat ’n kriteria vir sillabus ontwerpers geskep word waarvolgens hulle take kan gradueer en in volgorde plaas binne die taakgebaseerde leer en onderrig sillabus vir tweede taal leerders van isiXhosa.

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Knight, Janine. "Learner agency in online task-based language learning for spoken interaction." Doctoral thesis, Universitat Oberta de Catalunya, 2018. http://hdl.handle.net/10803/664231.

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L'objectiu d'aquest estudi és explorar la relació entre el poder de decisió i d'acció de l'alumne (learner agency), els recursos en pantalla (botons de navegació, instruccions escrites per a tasques) i la creació de significat en tasques de comunicació sincrònica mitjançant ordinador (CSMO) orientades a fomentar la interacció oral. El projecte es basa en l'estudi de casos i s'analitzen tres tasques dissenyades per a l'aprenentatge de llengua (intercanvi d'opinions, joc de rols i buits d'informació) en dos conjunts de dades (dotze casos). Es tracta d'unes tasques fetes en una universitat en línia situada a Barcelona i per a les quals es va fer servir un sistema d'audioconferència per a facilitar la interacció oral. Les dades es van recollir al llarg d'un semestre (2015) i es van analitzar juntament amb dades recollides en un estudi previ (2012). L'estudi presenta tres objectius: en primer lloc, entendre com les decisions dels alumnes i les accions deliberades pròpies dels recursos en pantalla modelen els torns de paraula; en segon lloc, entendre com la creació de significat es pot concebre amb una perspectiva multimodal, més enllà de la perspectiva lingüística; en tercer lloc, l'estudi vol ser una contribució a la teoria sobre l'agentivitat en l'aprenentatge de llengües per a fomentar l'agentivitat en les tasques CSMO d'avui dia i del futur, a fi d'aconseguir avançar d'una manera òptima en l'aprenentatge d'una llengua. S'utilitza una sèrie de fonts de dades i de mètodes. Les fonts inclouen enregistraments d'àudio d'interaccions orals entre estudiants, transcripcions, captures de pantalla, documentació de cursos de llengua i informació addicional sobre eines tecnològiques. Les dades s'analitzen per mitjà d'una anàlisi del discurs i de continguts, i d'una anàlisi del discurs mitjançat un ordinador (Herring, 2004). A més, es crea un enfocament específic que combina les perspectives analítiques èmica (alumne) i ètica (investigador), que se serveixen de l'anàlisi conversacional (Sacks, Schegloff i Jefferson, 1974) i de l'anàlisi (inter)accional multimodal (Norris, 2004). Els resultats indiquen que en les tasques es manifesten alguns tipus d'agentivitat. A més, el fet que la comunicació entre els alumnes tingui lloc per mitjà de recursos en pantalla modifica els torns de paraula tant qualitativament com quantitativament. També s'ha pogut identificar la creació de significat per mitjà de diversos instruments més enllà de la llengua (per exemple, somàtic, de text i imatge). L'agentivitat, doncs, es manifesta mitjançant sistemes humans (motor, sensorial i lingüístic) i recursos que formen part del sistema digital. Per tot això, en les tasques CSMO es pot definir l'agentivitat com el «sistema que conté accions enfocades a un o més objectius i que es desenvolupen mitjançant una o diferents eines, una definició que es basa en la noció sociocultural d'"acció enfocada a un objectiu i desenvolupada mitjançant eines" (Zinchenko, 1985). Finalment, es presenten algunes conseqüències a l'hora de dissenyar tasques i es proposen algunes recomanacions per a futures investigacions en CSMO basades en tasques amb una perspectiva multimodal.<br>El presente estudio tiene como objetivo explorar la relación entre el poder de decisión y de acción del alumno (learner agency), los recursos basados en la pantalla (como por ejemplo, botones de navegación, instrucciones de tareas textuales) y la creación de significado en tareas de comunicación sincrónica mediada por ordenador (CSMO), desarrolladas para promover la interacción oral. Utilizando un enfoque de estudio de casos, se analizan tres tareas diseñadas para el aprendizaje de idiomas (intercambio de opinión, juego de roles y falta de información en dos conjuntos de datos (doce casos). Las tareas se llevan a cabo en una universidad en línea en Barcelona mediante una herramienta de audioconferencia para facilitar la interacción oral. Los datos se recopilaron a lo largo de un semestre, en un curso (2015) y se analizaron junto con los datos de un estudio anterior (2012). Los objetivos del estudio eran tres: en primer lugar, comprender cómo las elecciones de los alumnos y las acciones intencionales relacionadas con los recursos basados en la pantalla moldean los turnos conversacionales; en segundo lugar, comprender cómo puede entenderse la creación del significado con una perspectiva multimodal, más allá de lo lingüístico, y, en tercer lugar, contribuir a la teoría de la agentividad en el aprendizaje de idiomas. La finalidad de este último objetivo ha sido ayudar a fomentar la agentividad en las tareas actuales y futuras del CSMO, para poder avanzar de forma óptima en el aprendizaje de idiomas. Se usa una variedad de fuentes de datos y métodos. Las fuentes incluyen grabaciones de audio de interacción oral punto a punto, transcripciones, capturas de pantalla, documentación del curso, e información suplementaria sobre la herramienta tecnológica. Estas fuentes se exploran por medio del análisis de datos, incluido el análisis del contenido y del discurso, así como el análisis del discurso mediado por ordenador (Herring, 2004). Además, se desarrolla un enfoque específico que combina las perspectivas analíticas émica (alumno) y ética (investigador), que se basan en las nociones del análisis conversacional (Sacks, Schegloff y Jefferson, 1974) y el análisis (inter)accional multimodal (Norris, 2004). Los resultados sugieren que los tipos de agentividad se manifiestan en tareas. Además, la mediación de los alumnos con recursos basados en la pantalla moldea los turnos conversacionales tanto cualitativamente, como cuantitativamente. La creación de significado implica múltiples aspectos más allá del habla (por ejemplo, somático, de texto e imagen), lo que implica que puede entenderse que la agentividad se lleva a cabo por medio de sistemas humanos (motor, sensorial y de lenguaje) y de recursos pertenecientes al sistema digital. Por lo tanto, la agentividad en las tareas del CSMO puede describirse como "el sistema con acciones dirigidas a uno o más objetivos desarrolladas mediante una o más herramientas", definición que se basa en la noción sociocultural de "acción dirigida hacia un objetivo y mediada por instrumentos" (Zinchenko, 1985). Se discuten las implicaciones para el diseño de tareas y se describen recomendaciones para futuras investigaciones en CSMO basadas en tareas con una perspectiva multimodal.<br>The present study aims to explore the relationship between learner agency, screen-based resources (such as navigational buttons and textual task instructions) and meaning making in synchronous computer-mediated communication (SCMC) tasks developed to promote spoken interaction. Using a case-study approach, three tasks designed for language learning (opinion sharing, role play and information gap) across two data sets (12 cases in total) are analysed. Tasks are carried out in an online university in Barcelona, where spoken interaction is made possible through an audioconferencing tool. Data was collected over the course of one semester in 2015 and analysed alongside data from a prior study that took place in 2012. The objectives are threefold: to understand how learners' choices and intentional actions pertaining to screen-based resources shape oral turn-taking; to understand how meaning making can be understood from a multimodal perspective, beyond speech; and to contribute to theories on agency in language learning in order to help foster agency in current and future SCMC tasks for optimal language learning gains. A range of data sources and methods are used. Sources include audio recordings of peer-to-peer oral interaction, transcripts, screenshots, course documentation and supplementary information about the technological tool employed. These sources are explored through data analysis, including content and discourse analysis as well as computer-mediated discourse analysis (Herring, 2004). In addition, a specific approach is developed that combines emic (learner) and etic (researcher) analytical perspectives that draw on notions from conversational analysis (Sacks, Schegloff and Jefferson, 1974) and multimodal (inter)actional analysis (Norris, 2004). Results suggest that different types of agency emerge during tasks. In addition, learners' mediation with screen-based resources are found to shape their oral turn-taking, both qualitatively and quantitatively. Meaning making involving multiple modes beyond speech (i.e. somatic, text and image) are identified, leading to the implication that agency can be understood as being carried out through human systems (motor, sensory and language) and resources pertaining to the digital system. Agency in SCMC tasks can therefore be described as 'systems with tool(s)-mediated, goal(s)-directed action(s)' which builds on the sociocultural notion of ¿tool-mediated, goal-directed action' (Zinchenko, 1985). Implications for task design are discussed, and recommendations for future research on task-based SCMC from a multimodal perspective are outlined.

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Noroozi, Majeed. "Task-based Language Teaching versus Present, Practice, Produce: Efficacy in Language Learning and Assessment." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3874.

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Long (2015) defines Task-based Language Teaching (TBLT) as “an approach to course design, implementation, and evaluation intended to meet the communicative needs of diverse groups of learners” (p. 5). Task-based Language Teaching has been introduced and developed by second language acquisition researchers as well as language educators in response to the teacher dominated and focus-on-formS methods of language teaching in classrooms such as the approach of Present, Practice, Produce (PPP) (Van den Branden, 2006). The present study aimed to build upon the previous literature on the possible differential effects of the PPP approach and TBLT on students’ language learning (e.g., De la Fuente, 2006;; Lai, Zhao, & Wang, 2011; Li, Ellis & Zhu, 2016; Gonzalez-Lloret & Nielson, 2015; Shintani, 2011, 2013) which have examined the differential effects of these two language methodologies on learners’ language learning. The present study aimed to address the methodological drawbacks of the Li et al. (2016) study by including Task-based Language Assessment (TBLA) in its methodology alongside the GJT and the EIT so as to obtain a more comprehensive picture of the comparison of PPP and TBLT. Thirty-four [e1] participants from three English as a Foreign Language (EFL) classes at the lower intermediate level of proficiency participated in this study, which took place at the Parsian Language Institute located in the city of Ghaemshahr in Iran. The three classes were randomly assigned to three groups of TBLT, PPP, and Control. Learning was measured with the same types of tests as the Li et al. (2016) study, i.e., a GJT and an Elicited imitation test; however, a Task Assessment was added. Participants were administered the pre-assessments, then participated in the TBLT, PPP and Control group treatments, respectively, and finally performed the post-assessments. A Wilcoxon Signed Ranked Test revealed that the performance of TBLT and PPP on the GJT and the EIT significantly improved from pre-assessment to post-assessment, while the Control group did not show any significant improvements on any of the tests. As for the task assessment, results showed that only the TBLT group made significant improvements on their post-assessment, while the PPP and Control group did not statistically improve [e1]Spell out at the beginning of sentences.

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Books on the topic "Task-Based Language Learning"

1969-, Thomas Michael, and Reinders Hayo, eds. Task-based language learning and teaching with technology. Continuum, 2010.

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Teachers of English to Speakers of Other Languages, ed. Applications of task-based learning in TESOL. TESOL, 2010.

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Byrnes, Heidi, and Rosa Manchón. Task-based language learning: Insights from and for L2 writing. John Benjamins Publishing Company, 2014.

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Byrnes, Heidi, and Rosa M. Manchón, eds. Task-Based Language Learning – Insights from and for L2 Writing. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tblt.7.

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Lynn, Errey, and Schollaert Rudi, eds. Whose learning is it anyway?: Developing learner autonomy through task-based language learning. Garant, 2003.

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Johannes, Eckerth, and Siekmann Sabine, eds. Task-based language learning and teaching: Theoretical methodological and pedagogical perspectives. Peter Lang, 2008.

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Jane, Lockwood, and Hood Susan, eds. The Australian English course: Task-based English for post-beginners. Cambridge University Press, 1993.

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Nunan, David. The Australian English course: Task-based English for post-beginners. Cambridge University Press, 1992.

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Nunan, David. The Australian English course: Task-based English for post-beginners. Cambridge University Press., 1993.

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Jane, Lockwood, ed. The Australian English course: Task-based English for post-beginners. CUP, 1992.

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Book chapters on the topic "Task-Based Language Learning"

Byrnes, Heidi, and Rosa M. Manchón. "Task-based language learning." In Task-Based Language Learning – Insights from and for L2 Writing. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tblt.7.01byr.

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Brindley, Geoff. "Chapter 19. Task-centred language assessment in language learning." In Task-Based Language Teaching. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.23tas.

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Candlin, Christopher N. "Chapter 2. Towards task-based language learning." In Task-Based Language Teaching. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.03tow.

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DeKeyser, Robert M. "Chapter 1. Task repetition for language learning." In Task-Based Language Teaching. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/tblt.11.01dek.

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Mohan, Bernard A., Tammy Slater, Gulbahar H. Beckett, and Esther Tong. "Tasks, experiential learning, and meaning making activities." In Task-Based Language Teaching. John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/tblt.8.06moh.

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Dörnyei, Zoltán. "Chapter 16. The motivational basis of language learning tasks." In Task-Based Language Teaching. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.19the.

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Kim, Minkyung, Hakyoon Lee, and YouJin Kim. "Chapter 2. Learning of Korean honorifics through collaborative tasks." In Task-Based Language Teaching. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/tblt.10.02kim.

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García Mayo, María del Pilar. "Task-based language learning among children in an EFL context." In Task-Based Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/tblt.17.05gar.

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Abstract Task-based language teaching (TBLT) research has expanded substantially in foreign language contexts. However, most studies until relatively recently have been carried out with young adults in university settings, despite the fact that, among young children, exposure to a foreign language (mainly English) is on the increase worldwide. This chapter focuses on current research with children learning English as a Foreign Language (EFL) while they perform collaborative tasks in mainstream and content and language integrated learning (CLIL) contexts. The studies, carried out within interactionist and socio-cultural frameworks, are first steps in charting the territory with regard to young EFL learners and will hopefully lead to improved task-based language programs for such learners. Our findings show that children successfully negotiate to make language meaningful, show mainly collaborative patterns, focus on form, and feel motivated towards the tasks. Moreover, the findings reveal how some implementation variables (learner setup, task repetition, task modality) impact the children’s output and task performance. The chapter concludes by highlighting challenges and future research directions.

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Ellis, Rod. "1. Planning and task-based performance." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/lllt.11.03ell.

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Kobayashi, Emi, and Masaki Kobayashi. "Chapter 9. Second language learning through repeated engagement in a poster presentation task." In Task-Based Language Teaching. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/tblt.11.09kob.

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Conference papers on the topic "Task-Based Language Learning"

Zhu, Qianwen, and Juan Guo. "Research on Dependent Task Offloading Based on Deep Reinforcement Learning." In 2024 6th International Conference on Natural Language Processing (ICNLP). IEEE, 2024. http://dx.doi.org/10.1109/icnlp60986.2024.10692374.

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Chen, Hongrui, Yuanjiang Hu, Yun Gan, Shuang Wei, Muhua Zhang, and Deqing Huang. "InspectionGPT: A Large Language Model-Based System for Inspection Task Planning." In 2024 IEEE 13th Data Driven Control and Learning Systems Conference (DDCLS). IEEE, 2024. http://dx.doi.org/10.1109/ddcls61622.2024.10606757.

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Zhou, Zikai, and Diansheng Yang. "Research on the Application of Natural Language Processing Based on Deep Learning in Multi-task Learning." In 2023 International Conference on Intelligent Computing, Communication & Convergence (ICI3C). IEEE, 2023. http://dx.doi.org/10.1109/ici3c60830.2023.00087.

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Honjo, Yuta, Jianwei Zhang, and Wei Zhang. "EHSD : Explainable Hate Speech Detection Based on Pre-Trained Language Models with Rationale Learning and Multi-Task Learning." In 2024 IEEE/WIC International Conference on Web Intelligence and Intelligent Agent Technology (WI-IAT). IEEE, 2024. https://doi.org/10.1109/wi-iat62293.2024.00045.

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Tong, Zeliang, and Wei Wei. "CCIIPLab at SIGHAN-2024 dimABSA Task: Contrastive Learning-Enhanced Span-based Framework for Chinese Dimensional Aspect-Based Sentiment Analysis." In Proceedings of the 10th SIGHAN Workshop on Chinese Language Processing (SIGHAN-10). Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.sighan-1.12.

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Zhu, Senbin, Hanjie Zhao, Wxr Wxr, Yuxiang Jia, and Hongying Zan. "ZZU-NLP at SIGHAN-2024 dimABSA Task: Aspect-Based Sentiment Analysis with Coarse-to-Fine In-context Learning." In Proceedings of the 10th SIGHAN Workshop on Chinese Language Processing (SIGHAN-10). Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.sighan-1.13.

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Meng, Ling-ang, Tianyu Zhao, and Dawei Song. "DS-Group at SIGHAN-2024 dimABSA Task: Constructing In-context Learning Structure for Dimensional Aspect-Based Sentiment Analysis." In Proceedings of the 10th SIGHAN Workshop on Chinese Language Processing (SIGHAN-10). Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.sighan-1.15.

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Deng, Keqi, Guangzhi Sun, and Phil Woodland. "Wav2Prompt: End-to-End Speech Prompt Learning and Task-based Fine-tuning for Text-based LLMs." In Proceedings of the 2025 Conference of the Nations of the Americas Chapter of the Association for Computational Linguistics: Human Language Technologies (Volume 1: Long Papers). Association for Computational Linguistics, 2025. https://doi.org/10.18653/v1/2025.naacl-long.354.

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Sakr, Abdelrahman, Marwan Torki, and Nagwa El-Makky. "AlexUNLP-STM at NADI 2024 shared task: Quantifying the Arabic Dialect Spectrum with Contrastive Learning, Weighted Sampling, and BERT-based Regression Ensemble." In Proceedings of The Second Arabic Natural Language Processing Conference. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.arabicnlp-1.81.

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Li, Si. "Task-based Language Teaching Based on Computer-assisted Language Learning." In 2021 2nd International Conference on Education, Knowledge and Information Management (ICEKIM). IEEE, 2021. http://dx.doi.org/10.1109/icekim52309.2021.00195.

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