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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| Format: | Article |
| Language: | English |
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Literacy Trek
2024-12-01
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| Series: | Literacy Trek |
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| Online Access: | https://dergipark.org.tr/en/pub/literacytrek/issue/89658/1489532 |
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| author | Vildan İnci Kavak |
| author_facet | Vildan İnci Kavak |
| author_sort | Vildan İnci Kavak |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-e84c957ace144feba4bb7a9f1256f49a |
| institution | Kabale University |
| issn | 2602-3768 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Literacy Trek |
| record_format | Article |
| series | Literacy Trek |
| spelling | doaj-art-e84c957ace144feba4bb7a9f1256f49a2025-01-21T15:01:25ZengLiteracy TrekLiteracy Trek2602-37682024-12-01103309338https://doi.org/10.47216/literacytrek.1489532Evaluating a task-based lesson plan: A case study of Turkish EFL learnersVildan İnci Kavak0https://orcid.org/0000-0001-7249-9048Gaziantep Islam Science and Technology UniversityThe 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.https://dergipark.org.tr/en/pub/literacytrek/issue/89658/1489532task-based language teachinglesson planlearner reactionsclassroom practicetask-based activities |
| spellingShingle | Vildan İnci Kavak Evaluating a task-based lesson plan: A case study of Turkish EFL learners Literacy Trek task-based language teaching lesson plan learner reactions classroom practice task-based activities |
| title | Evaluating a task-based lesson plan: A case study of Turkish EFL learners |
| title_full | Evaluating a task-based lesson plan: A case study of Turkish EFL learners |
| title_fullStr | Evaluating a task-based lesson plan: A case study of Turkish EFL learners |
| title_full_unstemmed | Evaluating a task-based lesson plan: A case study of Turkish EFL learners |
| title_short | Evaluating a task-based lesson plan: A case study of Turkish EFL learners |
| title_sort | evaluating a task based lesson plan a case study of turkish efl learners |
| topic | task-based language teaching lesson plan learner reactions classroom practice task-based activities |
| url | https://dergipark.org.tr/en/pub/literacytrek/issue/89658/1489532 |
| work_keys_str_mv | AT vildanincikavak evaluatingataskbasedlessonplanacasestudyofturkishefllearners |