Investigating EFL Teachers' Perception on Task-based Language Teaching for Speaking Skills

Document Type : Original Article

Authors

1 English Education Department, Faculty of Language and Arts, State University of Medan, Medan, Indonesia

2 Commercial Administration Department, Medan State Polytechnic, Medan, Indonesia

3 English Education Department, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta, Indonesia

10.22132/tel.2022.151148

Abstract

The capacity to communicate in English expands opportunities for acquiring and enriching knowledge, extending social life, and interacting with more people from all over the world. However, due to a lack of expertise and confidence, students have difficulty expressing their ideas in the target language. The study aimed to ascertain EFL teachers' perceptions of the benefits and problems associated with enhancing students' speaking abilities through task-based language instruction (TBLT). The study employed a qualitative descriptive approach, involving an interview and the distribution of a questionnaire. The interview provided the primary data, while the questionnaire provided the secondary data. Ten English instructors from a school in North Sumatera were purposefully chosen for their experience utilizing TBLT to improve students' speaking abilities. The qualitative analysis of this study found that teachers had a favorable perception of TBLT implementation. They acknowledged that TBLT helps their teaching practice by encouraging students to engage in active practice and participation in completing communicative activities in the target language. However, difficulties arise in teachers' inventiveness in devising communicative assignments that match the students' requirements and expectations, given their diverse backgrounds and occupations.

Keywords


Albino, G. (2017). Improving speaking fluency in a task-based language teaching approach: the case of EFL learners PUNIV-Cazenga. SAGE Open. 1-11.
Bachman, L., & Palmer, A. (1996). Language testing in practice. Oxford: Oxford University Press.
Bashir, M., Azeem, M., & Dogar, A. H. (2011). Factor effecting students’ English-speaking skills. British Journal of Arts and Social Sciences, 2(1).
Bhatti, N., & Memon, S. (2016). Investigating the Perceptions of Pakistani English Language Learners on Language Learning Anxiety in EFL Classroom. Advances in Language and Literary Studies7(5), 23-34.
Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics. 31. 36-57.
Bygate, M., Norris, J., & Van den Branden, K. (2009). Understanding TBLT at the interface between research and pedagogy. In K. Van den Branden, M. Bygate, & J. Norris (Eds.), Task-based language teaching: A reader (pp. 496–499). Amsterdam: Benjamins.
Campo, A. C. (2016). Improving 10th graders’ English communicative competence through the implementation of the task-based learning approach. Profile Issues in Teachers’ Professional Development, 18(2), 95-110. http://dx.doi.org/10.15446/profile.v18n2.48272
Chacón, T. C. (2012). Task-based language teaching through film-oriented activities in a teacher education program in Venezuela. In A. Shehadeh & C. Coombe (Eds.), Task-based language teaching in foreign language contexts research and implementation (pp. 241–266). John Benjamins.
Chen, K. T. (2019). The effect of technology-mediated TBLT on enhancing the speaking abilities of university students in a collaborative EFL learning environment. Applied Linguistics Review. https://doi.org/10.1515/applirev-2018-0126
East, M. (2012). Task-Based Language Teaching from the Teachers’ Perspective. John Benjamins Publishing Company
Ellis, R. (2003). Task-based Language Learning and Teaching, Oxford University Press.
Ellis, R. (2009). Task-based language learning and teaching. Oxford University Press.
Febriyanti, E. R. (2011). Teaching speaking of English as a foreign language: Problems and solutions. Indonesia Scientific Journal Database, 1(2), 133–146.
Hismanoglu, M., Hismanoglu, S. (2011). Task-based language teaching: What every EFL teacher should do. Procedia Social and Behavioral Sciences. 15. 46-52
Leaver, B. L., & Willis, J. R. (Eds.). (2004). Task-based instruction in foreign language education. Washington, DC: Georgetown University Press.
Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of Computing in Higher Education29(2), 179-200.
Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15–41). Cambridge: Cambridge University Press.
Macías, C. (2004). Task-based instruction for teaching Spanish to professionals. In B. L. Leaver & J. R. Willis (Eds.), Task-based instruction in foreign language education. Georgetown University Press.
Mahmud, Y. S. (2018). Tracing Back the Issue of Speaking Anxiety among EFL Learners: From Possible Causes to Practical Implications. Journal of English Language Studies3(2), 125-138.
Malihah, N. (2010). The effectiveness of speaking instruction through task-based language teaching. REGISTER. 3(1), 85–101.
Nget, et al. (2020). The effect of task-based instructions in improving the English-speaking skills of ninth graders. LEARN Journal. 13(2), 208-224.
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589-613.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Nurhayati, D. A. W., Djatmika, D., Santosa, R., & Wiratno, T. (2016). Indonesian Influence in Developing Speaking Skill in Learning English: Efl Learners’impediments. Prosiding Prasasti, 207-211.
Oradee, T. (2012). Developing speaking skills using three communicative activities (discussion, problem-solving, and role-playing). International Journal of Social Science and Humanity, 2(6), 533–535.
Prabhu, N. S. (1987). Second language pedagogy. Oxford University Press.
Richards, J. C., & Rodgers, T. S. (2004). Approaches and methods in language teaching. Cambridge University Press.
Richards, J. C. (2008). Teaching listening and speaking from theory to practice. Cambridge: Cambridge University Press.
Samuda, V., & Bygate, M. (2008). Tasks in second language learning. New York: Palgrave Macmillan.
Shehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics 18: 268-286.
Stepani, M. (2016). The implementation of task-based-instruction in teaching speaking. Indonesian EFL JournalTinker, G. (2007). The challenges of adopting and adapting task-based cooperative teaching and learning in an EFL context. In K. Van den Branden, K. Van Gorp, & M. Verhelst (Eds.), Tasks in action: Task-based language education from a classroom-based perspective. Cambridge: Cambridge University Press.
Thomas, M., & Reinders, H. (Eds.). (2010). Task-based language learning and teaching with technology. Continuum.
Willis, J. (1996). A framework for task-based learning. Longman.
Willis, D., & Willis, J.R. (2007). Doing task-based teaching. Oxford University Press.
Willis, D., Willis, J. (2011). Doing task-based teaching. Oxford University Press.
Volume 16, Issue 1
January 2022
Pages 203-234
  • Receive Date: 10 February 2022
  • Revise Date: 10 June 2022
  • Accept Date: 10 June 2022
  • First Publish Date: 10 June 2022