Evaluating a task-based lesson plan: A case study of Turkish EFL learners
The world has seen a rise in the demand for foreign language instruction in recent years, and traditional textbook-based teaching strategies are unlikely to satisfy the demands of today’s students. As a result, the interest in the Task-Based Language Teaching (TBL) approach has increased. This artic...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Literacy Trek
2024-12-01
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| Series: | Literacy Trek |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/en/pub/literacytrek/issue/89658/1489532 |
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| Summary: | The world has seen a rise in the demand for foreign language instruction in recent years, and traditional textbook-based teaching strategies are unlikely to satisfy the demands of today’s students. As a result, the interest in the Task-Based Language Teaching (TBL) approach has increased. This article describes and assesses a newly created, task-based English course that will be incorporated into the curricula. The lesson was designed, pilot-tested and revised before being introduced. This study investigates students’ reactions to a task-based EFL lesson at a Turkish state university. Thirty-two Turkish preparatory students (20 female and 12 male) participated in the study. Learner impressions were investigated through oral and written data elicited through a questionnaire, semi-structured interviews, and audio recordings of the interaction in the task. The data analysis shows that despite initial hesitations, a TBL lesson brings variety into the EFL classroom; learners prefer learner-directed lessons with more opportunities to express themselves. They also confessed that their academic needs were sufficiently met and felt more independent. The study provides a model TBL lesson for educators to benefit from and inspires them to design their lesson programmes by integrating task-based activities. These results validate the potential of TBL for language learning. Thus, it should be considered an indelible part of EFL syllabi and courses. |
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| ISSN: | 2602-3768 |