|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| Integrating Task-Based Language Teaching (TBLT) and learning technologies can be the potential framework in designing language instruction to enhance learners' listening comprehension and speaking performance. However, not many past studies have explored how technology enhanced TBLT can enhance both listening comprehension and speaking performance of ESP learners. Therefore, the purpose of this study is to investigate the effects of TBLT on ESP learners' listening comprehension and speaking performance using a quasi-experiment with nonequivalent (pretest and posttest) control-group design. Ninety-seven ESP learners majoring in a Nursing program participated in the study. Four instruments were used for data collection, namely a listening section of TOEFL test, an online presentation, role-play, and online group discussion. Findings showed that technology implementation enhanced TBLT significantly influenced students' listening comprehension. In a similar vein, ESP learners' speaking performance based on role-play also had considerable improvement. However, concerning ESP learners' online presentations and online group discussions, their speaking performance scores did not improve significantly after receiving this experimental treatment. These findings shed some light on students' involvement in attaining multifarious language inputs related to their listening comprehension due to the authentic and technological learning materials and media. In considering speaking performance enhancement, ESP students could benefit from merging the role-play in ESP instruction with technology enhanced TBLT. |
| References |
Abdulrahman, T. (2017). TED talks as listening teaching strategy in EAP classroom. Asian EFL Journal, 10, 72-93. Retrieved from www.scopus.com Alberola Colomar, M. P. (2014). A classroom-based assessment method to test speaking skills in english for specific purposes. Language Learning in Higher Education, 4(1), 9-26. Retrieved from www.scopus.com Ali, P. A., & Watson, R. (2018). Language barriers and their impact on provision of care to patients with limited english proficiency: Nurses' perspectives. Journal of Clinical Nursing, 27(5-6), e1152-e1160. doi:10.1111/jocn.14204 Aliakbari, M., & Jamalvandi, B. (2010). The impact of 'role play' on fostering EFL learners' speaking ability: A task-based approach. Pan-Pacific Association of Applied Linguistics, 14(1), 15-29. Retrieved from www.scopus.com 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) doi: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. Retrieved from www.scopus.com Anwar, K., & Arifani, Y. (2016). Task based language teaching: Development of CALL. International Education Studies, 9(6), 168-183. Retrieved from www.scopus.com Arifani, Y., & Suryanti, S. (2019). The influence of male and female ESP teachers' creativity toward learners' involvement. International Journal of Instruction, 12(1), 237-250. doi:10.29333/iji.2019.12116a Arslanyilmaz, A. (2012). An online task-based language learning environment: Is it better for advanced- or intermediate-level second language learners? Turkish Online Journal of Educational Technology, 11(1), 20-35. Retrieved from www.scopus.com Bao, R., & Du, X. (2015). Implementation of task-based language teaching in chinese as a foreign language: Benefits and challenges. Language, Culture and Curriculum, 28(3), 291-310. doi:10.1080/07908318.2015.1058392 Baralt, M., & Gomez, J. M. (2017). Task-based language teaching online: A guide for teachers. Language Learning and Technology, 21(3), 28-43. Retrieved from www.scopus.com Bryfonski, L., & McKay, T. H. (2019). TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 23(5), 603-632. doi:10.1177/1362168817744389 Bygate, M. (2016). TBLT through the lens of applied linguistics: Engaging with the real world of the classroom. ITL - International Journal of Applied Linguistics (Belgium), 167(1), 3-15. doi:10.1075/itl.167.1.01byg Calderon, O., & Sood, C. (2020). Evaluating learning outcomes of an asynchronous online discussion assignment: A post-priori content analysis. Interactive Learning Environments, 28(1), 3-17. doi:10.1080/10494820.2018.1510421 Chen, J. C., & Brown, K. L. (2012). The effects of authentic audience on english as a second language (ESL) writers: A task-based, computer-mediated approach. Computer Assisted Language Learning, 25(5), 435-454. doi:10.1080/09588221.2011.606224 Chen, K. T. (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. doi:10.1515/applirev-2018-0126 Chen, Q., & Wright, C. (2017). Contextualization and authenticity in TBLT: Voices from chinese classrooms. Language Teaching Research, 21(4), 517-538. doi:10.1177/1362168816639985 Chen, T., & Lin, C. (2018). Enhancing l2 english learning through mobile-assisted TBLT: EFL learners’ perspectives. Journal of Asia TEFL, 15(2), 453-461. doi:10.18823/asiatefl.2018.15.2.1.453 Chou, M. -. (2017). A task-based language teaching approach to developing metacognitive strategies for listening comprehension. International Journal of Listening, 31(1), 51-70. doi:10.1080/10904018.2015.1098542 Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Retrieved from www.scopus.com Dashtestani, R. (2015). Examining the use of web-based tests for testing academic vocabulary in EAP instruction. Teaching English with Technology, 15(1), 48-61. Retrieved from www.scopus.com East, M. (2019). Sustaining innovation in school modern foreign language programmes: Teachers’ reflections on task-based language teaching three years after initial teacher education. Language Learning Journal, 47(1), 105-115. doi:10.1080/09571736.2016.1221440 Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246. doi:10.1111/j.1473-4192.2009.00231.x Eslami, Z. R., & Kung, W. (2016). Focus-on-form and EFL learners’ language development in synchronous computer-mediated communication: Task-based interactions. Language Learning Journal, 44(4), 401-417. doi:10.1080/09571736.2016.1227219 Gan, Z., He, J., & Liu, F. (2019). Understanding classroom assessment practices and learning motivation in secondary EFL students. Journal of Asia TEFL, 16(3), 783-800. doi:10.18823/asiatefl.2019.16.3.2.783 Grgurovic, M. (2014). An application of the diffusion of innovations theory to the investigation of blended language learning. Innovation in Language Learning and Teaching, 8(2), 155-170. doi:10.1080/17501229.2013.789031 Gunawan, J., & Aungsuroch, Y. (2015). Indonesia health care system and asean economic community. International Journal of Research in Medical Sciences, 3(7), 1571-1577. Retrieved from www.scopus.com Halici Page, M., & Mede, E. (2018). Comparing task-based instruction and traditional instruction on task engagement and vocabulary development in secondary language education. Journal of Educational Research, 111(3), 371-381. doi:10.1080/00220671.2017.1391163 Harper, J., & Widodo, H. P. (2020). Perceptual mismatches in the interpretation of task-based ELT materials: A micro-evaluation of a task-based english lesson. Innovation in Language Learning and Teaching, 14(2), 114-132. doi:10.1080/17501229.2018.1502773 Irmawati, B., Rosniati, & Ashar. (2016). Needs analysis of english for nurse. Metalingua, 14(1), 57-70. Retrieved from www.scopus.com Iveson, J. (2015). Challenges of task-based language teaching in online and blended learning contexts. Paper presented at the CSEDU 2015 - 7th International Conference on Computer Supported Education, Proceedings, , 2 277-282. doi:10.5220/0005474802770282 Retrieved from www.scopus.com Ji, Y., & Pham, T. (2020). Implementing task-based language teaching (TBLT) to teach grammar in english classes in china: Using design-based research to explore challenges and strategies. Innovation in Language Learning and Teaching, 14(2), 164-177. doi:10.1080/17501229.2018.1545021 Jiang, W. (2017). A storytelling sound file CALL task used in a tertiary CFL classroom. International Journal of Applied Linguistics (United Kingdom), 27(2), 542-554. doi:10.1111/ijal.12161 Karimi, F., Chalak, A., & Biria, R. (2019). Pedagogical utility of pre-listening activities for improving iranian elementary EFL learners' listening comprehension. International Journal of Instruction, 12(1), 1127-1140. doi:10.29333/iji.2019.12172a Kazemi, S. A., & Zarei, L. (2015). The efficacy of topic familiarity on oral presentation: Extensive speaking assessment task of iranian EFL learners in TBLT. International Journal of Applied Linguistics and English Literature, 4(3), 93-97. doi:10.7575/aiac.ijalel.v.4n.3p.93 Ke, C. (2006). A model of formative task-based language assessment for chinese as a foreign language. Language Assessment Quarterly, 3(2), 207-227. Retrieved from www.scopus.com Khoram, A. (2019). The impact of task type and pre-task planning condition on the accuracy of intermediate EFL learners’ oral performance. Cogent Education, 6(1) doi:10.1080/2331186X.2019.1675466 Kiernan, P. J., & Aizawa, K. (2004). Cell phones in task based learning are cell phones useful language learning tools? ReCALL, 16(1), 71-84. doi:10.1017/S0958344004000618 Kiliçkaya, F., Krajka, J., & Latoch-Zielińska, M. (2014). E-learning in foreign language instruction in turkey: Curriculum models and course design guidelines. Uşak Üniversitesi Sos.Bilim.Derg., 7, 165-183. Retrieved from www.scopus.com Lai, C., & Li, G. (2011). Technology and task-based language teaching: A critical review. CALICO Journal, 28(2), 498-521. doi:10.11139/cj.28.2.498-521 Moore, P. J. (2018). Task-based language teaching (TBLT). The TESOL Encyclopedia of English Language Teaching, , 1-7. Retrieved from www.scopus.com Mulyadi, D., Arifani, Y., Wijayantingsih, T. D., & Budiastuti, R. E. (2020). Blended learning in english for specific purposes (ESP) instruction: Lecturers’ perspectives. CALL-EJ, 21(2), 204-219. Retrieved from www.scopus.com Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological pedagogical and content knowledge of ESP teachers in blended learning format. International Journal of Emerging Technologies in Learning, 15(6), 126-139. doi:10.3991/ijet.v15i06.11490 Mulyono, H. (2016). Using quipper as an online platform for teaching and learning english as a foreign language. Teaching English with Technology, 16(1), 59-70. Retrieved from www.scopus.com Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking, Retrieved from www.scopus.com Nunan, D. (2004). Task-Based Language Teaching, Retrieved from www.scopus.com Öztürk, D., & Dinc, L. (2014). Effect of web-based education on nursing students' urinary catheterization knowledge and skills. Nurse Education Today, 34(5), 802-808. doi:10.1016/j.nedt.2013.08.007 Palmer, E. (2014). Teaching the Core Skills of Listening and Speaking, Retrieved from www.scopus.com Pellerin, M. (2014). Language tasks using touch screen and mobile technologies: Reconceptualizing task-based CALL for young language learners. Canadian Journal of Learning and Technology, 40(1), 1-23. Retrieved from www.scopus.com Richards, J. C., & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching, Retrieved from www.scopus.com Sakata, N. (2019). Profiling vocabulary for proficiency development: Effects of input and general frequencies on L2 learning. System, 87 doi:10.1016/j.system.2019.102167 Shariq, M. (2020). Feedback and speaking skills in task-based language teaching: Proposed corrective measures for EFL learners. Asian ESP Journal, 16(22), 232-248. Retrieved from www.scopus.com Sheppard, C., Manalo, E., & Henning, M. (2018). Is ability grouping beneficial or detrimental to japanese ESP students' english language proficiency development? English for Specific Purposes, 49, 39-48. doi:10.1016/j.esp.2017.10.002 Strother, J. B. (2005). Developing online english language training for specific purposes: A challenging collaborative effort. Paper presented at the Proceedings of the IASTED International Conference on Web-Based Education, WBE 2005, 327-331. Retrieved from www.scopus.com Tan, Z. (2016). Benefits and implementation challenges of task-based language teaching in the chinese EFL context. International Journal for Innovation Education and Research, 4(3), 1-8. Retrieved from www.scopus.com Tananuraksakul, N. (2016). Blended e-learning as a requirement for teaching EFL in a thai academic context. Teaching English with Technology, 16(4), 48-55. Retrieved from www.scopus.com Tsai, S. (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. doi:10.1080/09588221.2013.818554 Tsou, W., & Chen, F. (2014). ESP program evaluation framework: Description and application to a taiwanese university ESP program. English for Specific Purposes, 33(1), 39-53. doi:10.1016/j.esp.2013.07.008 Widodo, H. P. (2017). Constructing and negotiating agency and identity of english language learners: Teacher-learner driven ESP materials development in the indonesian secondary school context. Electronic Journal of Foreign Language Teaching, 14(2), 233-249. Retrieved from www.scopus.com Willis, J. (1996). A Framework for Task-Based Learning, Retrieved from www.scopus.com 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. doi:10.17507/jltr.0705.14 Xue, S. (2022). A conceptual model for integrating affordances of mobile technologies into task-based language teaching. Interactive Learning Environments, 30(6), 1131-1144. doi:10.1080/10494820.2019.1711132 Zhang, X., Ardasheva, Y., & Austin, B. W. (2020). Self-efficacy and english public speaking performance: A mixed method approach. English for Specific Purposes, 59, 1-16. doi:10.1016/j.esp.2020.02.001 Ziegler, N. (2016). Taking technology to task: Technology-mediated TBLT, performance, and production doi:10.1017/S0267190516000039 Retrieved from www.scopus.com |
| 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. |