The effectiveness of task - Based - Language teaching in improving IELTS reading skill
Abstract. The present paper attempts to emphasise the mutual connection between
testing and teaching in light of evaluating the effectiveness of task-oriented IELTS
activities on the performances of IELTS trainees in their reading test. For this
purpose, the learners in an IELTS preparation center in Hanoi were treated with
IELTS reading materials under the adoption of task-based language teaching
approach (TBLT) for three months. Two instruments to collect data were employed,
namely Pre-IELTS Test and Post-IELTS Test, and a questionnaire. The study
reveals that after the experimental time, the participants’ reading scores improved
considerably.
respectively. With the last item “I have learnt and known new words, expressions and sentence patterns via reading passages”, 40% expressed their advocate, 33, 3% strongly agreed. 2.2. Discussion and conclusion For the first research question about the influences of TBLT on learners’ IELTS reading skill, the data showed that there was considerable progress in the performance of IELTS takers after three month of applying TBLT into their course as their mean score increased by 0.5. Not only in the post test could they get higher score, their performance in other IELTS reading tests later was also improved. Specifically, when asked, just under 65% were confident that they could earn 27-34 correct answers, which was equivalent to 6.5-7.5 band scores, and majority of participants could often complete the task on time. This finding might support the finding of Panahdi since he also realized that the result of students ‘learning reflected through test scores was productive when task-based language testing and teaching got more emphasized [17]. Therefore, the data indicate that students could improve their IELTS reading skill when TBLT was employed. Where the second research question is concerned, an overwhelming proportion of participants owned positive views towards the benefits of TBLT in terms of learning more new words or structures, strengthening the ability of reasoning and analyzing by figuring 83 Dao Thi Thanh Hao the outlines and summarizing the main ideas of the text, and answering the questions designed concerning the content of the passage. To be more specific, TBLT helps promote learners’ retention of vocabulary in different authentic contexts. Once they know and accumulate a wide range of vocabulary, it is likely easier for them to understand the passages and therefore can locate information needed to answer the questions in the IELTS reading tests. Moreover, this approach also enabled learners to realize their weaknesses and identify the direction to improve their reading skill. Along with this, the learners had plenty of chances to interact with teacher as well as other classmates so they can learn from each other and being confident to perform the tasks. This is consistent with the data collected by Hadi when he investigated the learners’ perceptions towards TBLT. Most of the participants in his study also agreed or even strongly agreed that task-based method had interactional and collaborative nature to create motivation for learners to do the given tasks [5]. 2.3. Pedagogical Implications of the Study This study has shed some light on the use of task-based learning in enhancing the reading skill of IELTS learners in an English center in Hanoi. The findings of the study offer some pedagogical implications for researchers, teachers and learners as below. First, despite some certain promising aspects of TBLT, specific problems still may be found during the adoption of this approach. Attentively considered, TBLT requires long-term planning, serious organisation and proper implementation rather than only three months as in this study. This, therefore, presents challenges for EFL teachers and researchers to make more theoretical researches in a deep-going path and explore TBLT’s applications, especially its applications to the improvement of IELTS reading performance for Vietnamese test takers. Second, the attitudes of learners towards TBLT is of great importance since it is one of the key factors contributing the success of the course. TBLT with its own natures of creating relaxing, collaborative, authentic, and motivational learning environment for students can engage IELTS learners in different tasks and suffer less pressure to achieve the high score. However, the characteristics and needs of students differ according to various contexts so it is not necessary to obtain the same outcomes when applying the same teaching method in different institutional settings. The implication from this is that, learners’ voices need to be acknowledged so that a diversity of possible changes can be made to adapt with their real needs and long-term learning path. Otherwise, TBLT or any other pedagogial approaches might not uphold their utmost potential benefits. 2.4. Limitations Despite the fact that the current study earns the positive results, some shortcomings should be taken into consideration. Initially, the experimental time in this research was quite short (only three months) compared to other previous studies. The participants did not have much exposure to the practice of TBLT, as a result, this might have affected their true feeling about TBLT. If they had more time working with this approach, they might have been more aware of the changes in their perceptions and opinions about TBLT. 84 The effectiveness of task-based-language teaching in improving IELTS reading skill Another limitation lies in the methodology. This quantitative study collected data to measure the possible improvement of the learners in doing IELTS reading test after being treated with TBLT and their attitudes to TBLT. However, the test results could be decided by many other variables like the psychology, the health conditions, and even the luck of the participants. Hence, the scores sometimes could not exactly reflect the progress of learners. Besides, there is some problems when the attitudes of the learners were gathered and quantified via Likert-scale questionnaires. The learners might not have had many chances to express their feeling and opinions and had to limit their responses within the items given. If one more qualitative instrument like focus group or semi-structured interview was employed, the participants would show more detailed attitudes as needed. The need of one more instrument in the study can also strengthen the reliability and triangulate the findings. Thereby, it is hopeful that these limitations will be minimized when further studies are conducted in the future. 3. Conclusion Lucidly taken, the overall finding of this study reveals that learners can improve their reading skill through the application of TBLT. Therefore, teachers of EFL should plan and organize various useful tasks during IELTS reading lessons so that students can attain more communicative lively vocabulary and structures, strengthen their ability of reasoning and analyzing the texts, as well as summarizing the main ideas. All of these micro-skills are found to be necessary for learners to understand the reading passages well, thus can answer the test questions correctly. Besides, since the students’ attitude towards TBLT also influences their learning process and outcomes, teachers need to get familiar with TBLT, understand its basic principles and techniques in order to produce an effective task-based lessons. REFERENCES [1] Alderson, J. C., 1990b. Testing reading comprehension skills (Part One). Reading in a Foreign Language, 6(2), 425-38. [2] Cambridge IELTS 10., 2015. Cambridge: Cambridge University Press. [3] Bygate, M., 2001. Researching Pedagogic Tasks (Applied Linguistics and Language Study). Cambridge: Cambridge University Press. [4] Ellis, R., 2008. Task-based language learning and teaching. Oxford: Oxford University Express. [5] Hadi, A., 2013. Perceptions of task-based language teaching: A study of Iranian EFL learners. English Language Teaching, 6(1), 103. [6] IELTS Handbook., 2007. Cambridge: University of Cambridge Local Examination Syndicate [7] Jeon, In-Jae., 2005. An analysis of task-based materials and performances: Focused on Korean high school English textbooks. English Teaching, 60(2), 87-109. 85 Dao Thi Thanh Hao [8] Kamaravadivelu, B., 1991. Language learning tasks: teacher intention and learner interpretation. ELT Journal, 45, 98-107. [9] Lam, W., &Wong, J., 2002. The effects of strategy training on developing discussion skills in an ESL classroom. ELT Journal, 54,254-55. [10] Littlewood, W., 2004. The task-based approach: some questions and suggestions. ELT Journal, 58(4), 319-326. [11] Long, M., & Crookes, G., 1991. Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-56. [12] Long, M. H., 1985.A role for instruction in second language acquisition: Task-based language teaching. Modelling and assessing second language acquisition, 18, 77-99. In K. Hylstenstam&M. Pienemann (eds.), Modelling and assessing second language acquisition (pp. 77-99). Clevedon: Multilingual Matters. [13] Murphy, J.(2003. Task-based learning: the interaction between tasks and learners. ELT Journal, 57(4), 352-360. [14] Newton, J., 2001. Options for vocabulary learning through communication tasks. ELT journal, 55(1), 30-37. [15] Nunan, D., 2005. Important tasks of English education: Asia-wide and beyond. Asian EFL Journal, 7(3). [16] Nunan, D., 1989. Designing tasks for the communicative classroom. Cambridge University Press. [17] Panahi, A., 2012. Juxtaposing Testing to Teaching through Task-Based Approach and IELTS Reading Instruction. International Conference on Language, Medias and Culture, 33, 93-98. [18] Prabhu, N. S., 1987. Second language pedagogy (Vol. 20). Oxford: Oxford University Press. [19] Richards, J. C., Platt, J. & Weber, H., 1986. Longman Dictionary of Applied Linguistics London. Harlow U.K.: Longman Addison- Wesley [20] Skhan, P., 1998. A Cognitive Approach to Language Learning. Oxford: Oxford University Press. [21] Stahl, S. A., & Fairbanks, M. M., 1986. The effects of vocabulary instruction: A model-based meta-analysis. Review of educational research, 56(1), 72-110. [22] Schwarz, S., 1984.Measuring reading competence. New York: Plenum Press. [23] Willis, J., 1996. A Framework for task-based learning. London: Longman. [24] ZanMao., 2012. The Application of Task-based Language Teaching to English Reading Classroom. Theory and Practice in Language Studies, 2(11), 2430-2438. 86
File đính kèm:
- 4557_dtthao_4733_2140395.pdf