Technology-enhanced task-based language teaching toward their self-directed language learning: esp learners views

Singh, Charanjit Kaur Swaran

QR Code Link :
Type :	article
Subject :	P Philology. Linguistics
ISSN :	2355-2794
Main Author :	Singh, Charanjit Kaur Swaran
Title :	Technology-enhanced task-based language teaching toward their self-directed language learning: esp learners views

Place of Production :	Tanjung Malim
Publisher :	Fakulti Bahasa dan Komunikasi
Year of Publication :	2023
Notes :	Studies in English Language and Education
Corporate Name :	Universiti Pendidikan Sultan Idris
HTTP Link :	Click to view web link

Abstract : Universiti Pendidikan Sultan Idris

Utilising technologies to enable language learners to accept authentic and communicative assignments is proliferating, but its effect on their self-directed language learning (SDLL) needs to be investigated. To this end, the present study aimed to investigate English for specific purpose (ESP) learners views on using technology-enhanced task-based language teaching (TBLT) toward their self-directed language learning. A mixed-method approach with a sequential explanatory design with 103 nursing students as research participants. This study used two research instruments: the Likert scale and an open-ended questionnaire. Descriptive statistics, Path analysis, and thematic analysis were employed to analyse the data. The findings from quantitative data revealed that students learning needs and utilising skills of SDLL categories have a strong influence on English mastery after receiving technology-enhanced TBLT. Consequently, ESP students must also improve process planning and use skills. They should be encouraged to schedule more consistent English lessons in and out of class. Meanwhile, the qualitative data disclose that technology-enhanced TBLT assists the learners in improving their language learning, i.e., planning process, completing tasks, and internal attributions. ESP students expressed their concerns and reported some challenges in applying language skills during speaking activities. This study implies that ESP lecturers can adopt various ways to assist ESP students in mastering English language goals through technology-enhanced TBLT. 2023, Syiah Kuala University. All rights reserved.

References

Aliakbari, M., & Boghayeri, M. (2014). A needs analysis approach to ESP design in Iranian context. Procedia - Social and Behavioral Sciences, 98(May), 175-181. https://doi.org/10.1016/j.sbspro.2014.03.404

Aliasin, S. H., Saeedi, Z., & Pineh, A. J. (2019). The relationship between EFL teachers’ perception of task-based language teaching and their dominant teaching style. Cogent Education, 6(1), 1589413. https://doi.org/10.1080/2331186X.2019.1589413

Alizadeh, I. (2018). Discovering the identity and suitability of electronic learning tools students use in English for specific purposes (ESP) programs. Call-Ej, 19(2), 213-229.

Amiryousefi, M. (2015). Iranian EFL learners’ and teachers’ beliefs about the usefulness of vocabulary learning strategies. SAGE Open, 5(2), 1-10. https://doi.org/10.1177/2158244015581382

Asfihana, R. (2013). Teaching English for specific purposes (ESP) in EFL context. LET: Linguistics, Literature, and English Teaching Journal, 3(1), 24-33.

Becker, A., Nekrasova-Beker, T., & Petrashova, T. (2017). Testing as a way to monitor English as a foreign language learning. Tesl-Ej, 21(2), 1-17.

Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development (1st ed). SAGE Publications Inc.

Canals, L., & Mor, Y. (2023). Towards a signature pedagogy for technology-enhanced task-based language teaching: Defining its design principles. ReCALL, 35(1), 4-18. https://doi.org/10.1017/S0958344022000118

Chen, K. T.-C. (2021). The effects of technology-mediated TBLT on enhancing the speaking abilities of university students in a collaborative EFL learning environment. Applied Linguistics Review, 12(2), 331-352. https://doi.org/10.1515/applirev-2018-0126

Churchill, D., King, M., & Fox, B. (2016). Mobile learning design. In D. Churchill, J. Lu, T. K. F. Chiu, & B. Fox (Eds.), Mobile learning design: Theories and application (pp. 3-22). Springer Singapore. https://doi.org/10.1007/978-981-10-0027-0

Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods. SAGE Publications Inc.

Dai, D., & Lin, G. (2020). Online home study plan for postponed 2020 spring semester during the COVID-19 epidemic: A case study of Tangquan middle school in Nanjing, Jiangsu province, China. SSRN Electronic Journal, 4(2), 543-547. https://doi.org/10.2139/ssrn.3555539

Donesch-jezo, E. (2012). English for specific purposes: What does it mean and why is it different from teaching general English? Confluence, I(February), 9-14.

Elfiona, E., Zaim, M., & Refnaldi. (2019). Mobile-based media as the solution in teaching and learning listening skill. Journal of Physics: Conference Series, 1387, 012024. https://doi.org/10.1088/1742-6596/1387/1/012024

Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching, 50(4), 507-526. https://doi.org/10.1017/S0261444817000179

Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34(2), 165-182. https://doi.org/10.1016/j.system.2005.11.001

Haidari, S. M., Yelken, T. Y., & Akay, C. (2019). Technology-enhanced self-directed language learning behaviors of EFL student teachers. Contemporary Educational Technology, 10(3), 229-245. https://doi.org/10.30935/cet.590003

Karademir, T., Alper, A., Soğuksu, A. F., & Karababa, Z. C. (2021). The development and evaluation of self-directed digital learning material development platform for foreign language education. Interactive Learning Environments, 29(4), 600-617. https://doi.org/10.1080/10494820.2019.1593199

Karimi, S., & Dastgoshadeh, A. (2018). The effect of strategy-based instruction on EAP students’ reading performance and reading autonomy. Cogent Education, 5(1), 152798. https://doi.org/10.1080/2331186X.2018.1527981

Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed). The Guilford Press.

Lai, C. (2015). Modeling teachers’ influence on learners’ self-directed use of technology for language learning outside the classroom. Computers & Education, 82(3), 74-83. https://doi.org/10.1016/j.compedu.2014.11.005

Lai, C., & Li, G. (2011). Technology and task-based language teaching: A critical review. CALICO Journal, 28(2), 498-521. https://doi.org/10.11139/cj.28.2.498-521

Lai, C., Li, X., & Wang, Q. (2017). Students’ perceptions of teacher impact on their self-directed language learning with technology beyond the classroom: Cases of Hong Kong and U.S. Educational Technology Research and Development, 65(4), 1105-1133. https://doi.org/10.1007/s11423-017-9523-4

Leahy, K. S., & Smith, T. D. (2021). The self-directed learning of adult music students: A comparison of teacher approaches and student needs. International Journal of Music Education, 39(3), 289-300. https://doi.org/10.1177/0255761421991596

Lee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Language Learning and Technology, 20(2), 81-97.

Li, S., Ellis, R., & Zhu, Y. (2016). Task-based versus task-supported language instruction: An experimental study. Annual Review of Applied Linguistics, 36(March), 205-229. https://doi.org/10.1017/S0267190515000069

Moradi, H. (2018). Self-directed learning in language teaching-learning processes. Modern Journal of Language Teaching Methods (MJLTM), 8(6), 59-64.

Mulyadi, D., Arifani, Y., Wijayantingsih, T. D., & Budiastuti, R. E. (2020). Blended learning in English for specific purposes (ESP) instruction: Lecturers’ perspectives. Computer-Assisted Language Learning Electronic Journal, 21(2), 204-219.

Mulyadi, D., & Prasetyanti, D. C. (2016). Developing English for nursing materials integrated with task-based language teaching (TBLT) and soft-skills. Prosiding Seminar Nasional UNIMUS, 229-232.

Sabieh, C. (2018). English for specific purposes (ESP) testing. In J. I. Liontas & DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (pp. 1-6). Wiley Online Library. https://doi.org/10.1002/9781118784235.eelt0378

Serraj, S. (2014). Listening anxiety in Iranian EFL learners. International Journal of Scientific and Research Publications, 5(6), 1-8.

Sugiyono. (2019). Statistika untuk penelitian [Statistics for research]. CV Alfabeta.

Suh, H. N., Wang, K. T., & Arterberry, B. J. (2015). Development and initial validation of the self-directed learning inventory with Korean college students. Journal of Psychoeducational Assessment, 33(7), 687-697. https://doi.org/10.1177/0734282914557728

Tavakoli, H., Lotfi, A. R., & Biria, R. (2019). Effects of CALL-mediated TBLT on motivation for L2 reading. Cogent Education, 6(1), 1580916. https://doi.org/10.1080/2331186X.2019.1580916

Tsai, S. C. (2015). Implementing courseware as the primary mode of task-based ESP instruction: A case study of EFL students. Computer Assisted Language Learning, 28(2), 171-186. https://doi.org/10.1080/09588221.2013.818554

Wang, Y.-C. (2022). Implementing technology-mediated task-based language teaching in an EFL writing course. International Journal of Computer-Assisted Language Learning and Teaching, 12(2), 1-15. https://doi.org/10.4018/IJCALLT.305829

Wu, X., Liao, L., & DeBacker, T. K. (2016). Implementing task-based instruction in ESP class: An empirical study in marine engineering English. Journal of Language Teaching and Research, 7(5), 936-945. https://doi.org/10.17507/jltr.0705.14

Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: The influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59-73. https://doi.org/10.1080/1475939X.2020.1854337

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page