The significance of tasks in second language learning: The case of Africa University in Zimbabwe
Abstract:
Purpose: This study utilised the case study approach for an in-depth understanding of the practices of teaching English as a Second Language (ESL) at Africa University (AU), Zimbabwe. The study aimed to provide a description of unique and typical ESL experiences in a particular African context.
Research Methodology: The study investigated 60 participants who were prospective undergraduate students enrolled in the ESL programme and were separated into two groups. Each group consisted of 30 participants who received task-based instruction hinged on reading, writing, listening, and speaking.
Result: An analysis of the learners' performance revealed that tasks facilitate the learning of ESL by exposing learners to different problem-solving scenarios that required higher-order cognitive skills.
Limitations: This study was based on the ESL classroom at AU, which enrols students from African countries. A similar study could be conducted with students from more diverse backgrounds to establish if the results of this study could be corroborated or refuted. Similar studies could also be conducted in other second language contexts where English is not the target language.
Contribution: The results of this study are important for the discipline of ESL as they support existing knowledge that tasks allow learners to communicate using the correct grammatical structures in a given relevant context.
Downloads
Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Testing. Applied Linguistics, 1, 1-47. http://dx.doi.org/10.1093/applin/1.1.1
Baralt, M., & Gómez, J. M. (2017). Task-based language teaching online: A guide for teachers. Language Learning & Technology, 21(3), 28-43.
Ellis R. (2003). Task-based Learning and Teaching. Oxford: Oxford University Press.
Ellis, R. (2013). Task-based language teaching: Responding to critics. University of Sydney Papers in TESOL, 8, 1-27.
Ganta, T.G. (2015). The strengths and weaknesses of the task-based learning (TBL) approach. Scholarly Research Journal for Interdisciplinary Studies, Vol-iii/xvi. 2760-2771.
Dickinson, P. (2010). Implementing task-based language teaching in a Japanese EFL context. Centre for English Language Studies Postgraduate Programmes. The University of Birmingham, UK.
Hancock, J., & Algozzine, B. (2006). Doing a Case Study Research: A Practical Guide for Beginning Researchers. New York: Teachers College Columbia University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Prabhu, N. (1997). Second Language Pedagogy. Oxford: Oxford University Press.
Richards, J., & Rodgers, T. (2001). Approaches and Methods and Language Teaching. Cambridge: Cambridge University Press.
Seyedi, H., & Farahani, A.K. (2014). The Application of Task-based Writing and Traditional Writing on development of Reading Comprehension of Advanced Iranian Learners. International Journal of English language education. V2(1):225. http://doi.org:10.5296/ijele.v2i1.5330
Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1-14.
Van Den Branden, K. (2016). The Role of Teachers in Task-Based Language Education. Annual Review of Applied Linguistics, Vol 36, 164-181.http://doi.org/10.1017/S0267190515000070
Widdowson, H.G. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.
Willis, J., & Willis D. (2007). Doing Task-Based Teaching. Oxford: Oxford University Press.
- Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Testing. Applied Linguistics, 1, 1-47. http://dx.doi.org/10.1093/applin/1.1.1
- Baralt, M., & Gómez, J. M. (2017). Task-based language teaching online: A guide for teachers. Language Learning & Technology, 21(3), 28-43.
- Ellis R. (2003). Task-based Learning and Teaching. Oxford: Oxford University Press.
- Ellis, R. (2013). Task-based language teaching: Responding to critics. University of Sydney Papers in TESOL, 8, 1-27.
- Ganta, T.G. (2015). The strengths and weaknesses of the task-based learning (TBL) approach. Scholarly Research Journal for Interdisciplinary Studies, Vol-iii/xvi. 2760-2771.
- Dickinson, P. (2010). Implementing task-based language teaching in a Japanese EFL context. Centre for English Language Studies Postgraduate Programmes. The University of Birmingham, UK.
- Hancock, J., & Algozzine, B. (2006). Doing a Case Study Research: A Practical Guide for Beginning Researchers. New York: Teachers College Columbia University Press.
- Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
- Prabhu, N. (1997). Second Language Pedagogy. Oxford: Oxford University Press.
- Richards, J., & Rodgers, T. (2001). Approaches and Methods and Language Teaching. Cambridge: Cambridge University Press.
- Seyedi, H., & Farahani, A.K. (2014). The Application of Task-based Writing and Traditional Writing on development of Reading Comprehension of Advanced Iranian Learners. International Journal of English language education. V2(1):225. http://doi.org:10.5296/ijele.v2i1.5330
- Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1-14.
- Van Den Branden, K. (2016). The Role of Teachers in Task-Based Language Education. Annual Review of Applied Linguistics, Vol 36, 164-181.http://doi.org/10.1017/S0267190515000070
- Widdowson, H.G. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.
- Willis, J., & Willis D. (2007). Doing Task-Based Teaching. Oxford: Oxford University Press.
