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ELT VOICES – INDIA
INTERNATIONAL JOURNAL FOR TEACHERS OF ENGLISH
AUGUST 2014 | VOLUME 4, ISSUE 4 | ISSN 2230-9136 (PRINT) 2321-7170 (ONLINE)
Developing English Communicative Skills of Grade Five Students from Primary Schools in Lampang through Task-Based Learning JUAJAN WONGPOLGANAN
SIRIPHAN KHATKUMHAENG
PRANOM WONGMEUNRAT
BUSSARAKUM INTASUK
THANAPHAN NA CHIEANGMAI
English Program, Faculty of Education, Lampang Rajabhat University, Lampang, Thailand
ABSTRACT
The purposes of this quasi-experimental research were: 1) to improve English learning
and teaching in schools from the practicum school network of Lampang Rajabhat
University, Lampang, Thailand; and 2) to launch the co-operative network for
improving the learning and teaching of English from individuals, schools, communities
and the like. The samples were 147 Grade Five students of the six primary schools in
Lampang Province. Those schools were selected purposively and the students were
treated as the experimental group using task-based learning (TBL) activities. The
achievement tests were assigned to the students both before and after the
commencement of the lessons. After the five-week teaching, the participants were
assigned to answer the questionnaire on their satisfaction towards TBL and their
teachers. Moreover, the university students who volunteered to teach those school
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children were assigned to evaluate their attitudes towards their teaching using TBL.
The researchers observed the classroom atmosphere and the interaction between the
teachers and the students and between the students themselves. The findings revealed
that the school children’s communicative skills after the lessons were developed
significantly and it can be concluded that both Grade Five students and the university
students were satisfied with TBL activities and their classroom interaction.
Keywords: English for communicative skills, task-based learning (TBL), primary school
students
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Introduction
Nowadays, English has become the globalized language and it has played a significant role on
people’s way of lives. This is due to an influence of the breakthrough in information
technology (IT) and communication which has an essential impact on the popularity of the
language itself. Since English has been treated as crucial communicative instruments needed
both for the seeking of knowledge found from various sources and engaging in a livelihood
(Ministry of Education, 2008).
The Basic Education Core Curriculum (2001/2008) has not overlooked the significance and
necessity of English because it has been stipulated as a foreign language which is treated as the
basic education core curriculum for every student to study. Since it is believed that he/she will
be able to use the four language skills, automatically- namely, listening, speaking, reading and
writing, understand the differences between the languages, thoughts, society, economy,
politics, culture and communicate with overseas speakers. And one is also able to seek
knowledge both inside and outside of her/his classroom both easily and widely. Meanwhile,
other foreign languages like Chinese, Japanese and Korean can be taught in Thai schools under
the sound consideration from the schools themselves, if they see that it is appropriate for their
context.
For the time being, although the Thai governments have forced every student to study English
as mentioned in the Basic Education Core Curriculum, a great number of Thai people are still
unable to speak English fluently despite the fact that most of them spent at least ten years
studying English. Moreover, even a graduate or a post-graduate from a Thai university is
unable to communicate intelligibly with the foreigners, using English.
Moreover, from the results of national examinations known as O-net tests(Ordinary Education
Test) in 2010 which was conducted by the National Institute of Educational Testing Service
(NIETS) on the eight learning areas including Thai, social studies, English, mathematics,
science, health education and physical education, and work, occupation and technology, it was
found that for Grade Six students with the number of 898,000, the subject area which gained
the lowest mean score was that of English ( X =22.54) whereas the highest mean score gained
was from health education and physical education ( X = 64.75). For Grade Nine students with
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the number of 794,000, the lowest mean score gained was that of English ( X =23.98), whereas
the highest mean score gained was that of Thai ( X = 46.47) (Aramnet, 2010).
From the information mentioned previously, one can see that students from the critical levels
like Grade Six and Grade Nine gained the lowest scores from the subject area of English.
Although, nowadays Thai children have a variety of ways and opportunities to study English,
such as from their teachers in the classrooms, media, songs, films, and the Internet.
Nevertheless, there has always been a question like, “Why do Thai students now share the
same developmental stage in English learning as the previous generations of students?”
Various solutions have been proposed like: there should be an improvement in instructional
techniques used; teachers should adjust their way of teaching; teachers should major in the
subject areas that they are teaching now; the national curriculum should be improved and the
like (Wonglekha, 2010).
Educators who have their expertise in English teaching methodology have proposed different
methods in solving English learning problems of each student by teaching them to retain as
many new words as they should because the limitation of vocabulary gained can affect
English achievement in each learning hour. Thus, the students should practice the four macro-
skills consisted of listening, speaking, reading and writing simultaneously (Wonglekha, 2010).
Consequently, the researchers were interested in developing the English learning and teaching
innovation called task-based language teaching (TBLT)/ learning (TBL) to be experimented
with Grade Five students in order to improve their ability to communicate in the four macro
skills. Since according to Larsen-Freeman and Anderson (2013, p.50) TBLT was a strong
version of the communicative approach, where language is gained through use. That is,
“...students acquire the language they need when they need it in order to accomplish the task
that has been set for them.”
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Theoretical Background
What is a communicative task?
Willis (1996) mentions that, “A task is an activity where the target language is used by the
learner for a communicative purpose (goal) in order to achieve an outcome.”
Moreover, Nunan (2004, p. 4) defines the communicative task as in the following:
“…a piece of classroom work which involves learners in comprehending,
manipulating, producing or interacting in the target language while their attention is
principally focused on meaning rather than form(the author’s emphasis).The task
should have a sense of completeness, being able to standalone as a communicative act
in its own right.”
What kind of activity is a task?
Willis and Willis (2007, p 12-14) set up the following criteria in the forms of questions and
notice that,‘ The more confidently you can answer yes to each of these questions, the more
task-like the activity.’
1. Will the activity engage learners’ interest?
2. Is there a primary focus on meaning?
3. Is there a goal or outcome?
4. Is success judged in terms of outcome?
5. Is completion a priority?
6. Does the activity relate to real world activities?
Types of Tasks
Practically, there are seven types of tasks involved in TBL, namely listing, ordering and sorting
(sequencing, ranking, classifying), matching, comparing, problem-solving, sharing personal
experience and creative tasks.
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What is TBL?
Task-based language learning (TBLL/TBL) which is also known as task-based language
teaching (TBLT) or task-based instruction (TBI) has focused on using the real language by
assigning learners to perform meaningful tasks in the target language. Those tasks may consist
of going to see the doctor, taking part in a job interview or making a telephone call to ask for
help from the after-sale service department and so on. Principally, assessment and evaluation
depends on the outcome rather than accuracy in language form. This has caused TBL to
become popular for the development of fluency in using the target language and building up
learners’ confidence.
Formerly, the application of a task-based instructional approach within the framework of
communication for language teaching consisted of two projects, namely the 1975 Malaysian
National Curriculum and the Bangalore Project in South India, which existed for a short period
of time. Prabhu (1987), who directed the Bangalore Project, opinionated that the students
whom he taught could learn easily both about non-linguistic and linguistic matters alike though
English was used as a medium of instruction.
According to Willis (1998) TBL consists of the pre-task, the task cycle, and the language
focus (see figure 1). The components of tasks are: 1) goals and objectives; 2) input; 3)
activities; 4) teacher role; 5) learner role; and 6) settings as can be seen from the following
(Frost, 2004):
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The TBL Framework
Pre-task
Introduction to topic and task
Task cycle
Task Planning Report
Language focus
Analysis Practice
Figure 1: The Willis TBL(1998)
Pre-task
The teacher introduces the topic and gives the students clear instructions on what they will
have to do at the task stage and might help the students to recall some language that may be
useful for the task. The pre-task stage can also often include playing a recording of people
doing the task. This gives the students a clear model of what will be expected of them. The
students can take notes and spend time preparing for the task
Task
The students complete a task in pairs or groups using the language resources they have as the
teacher monitors and offers encouragement.
Planning
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Students prepare a short oral or written report to tell the class what happened during their task.
They then practice what they are going to say in their groups. Meanwhile the teacher is
available for the students to ask for advice to clear up any language questions they may have.
Report
Students then report back to the class orally or read the written report. The teacher chooses the
order of when students will present their reports and may give the students some quick
feedback on the content. At this stage the teacher may also play a recording of others doing the
same task for the students to compare.
Analysis
The teacher then highlights relevant parts from the text of the recording for the students to
analyze. They may ask students to notice interesting features within this text. The teacher can
also highlight the language that the students used during the report phase for analysis.
Practice
Finally, the teacher selects language areas to practice based upon the needs of the students and
what emerged from the task and report phases. The students then do practice activities to
increase their confidence and make a note of useful language.
Advantages of TBL
According to Frost (2004) task-based learning has some obvious advantages. First, it is
different from a PPP approach since the students are free of language control. In all three
stages they have to use all their language resources rather than just practising one pre-selected
item. Second, a natural context is developed from the students’ experiences with the language
that is personalised and relevant to them. With PPP it is necessary to create contexts in which
to present the language and sometimes they can be very unnatural. Third, the students will have
a much more varied exposure to language with TBL. They will be exposed to a whole range of
lexical phrases, collocations and patterns as well as language form. Fourth, the language
explored arises from the students’ needs. This need dictates what will be covered in the lesson
rather than a decision made by the teacher or the coursebook. Fifth, it is a strong
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communicative approach where students spend a lot of time communicating. PPP lessons seem
very teacher-centred by comparison. Teachers can just watch how much time the students
spend communicating during a task-based lesson. And finally, PBL is enjoyable and
motivating.
Disadvantages of TBL
Seedhouse (1999, p.155) notices that the type of interaction promoted by typical tasks leads to
the use of specific task-solving linguistic forms. These fail to include the kind of language
teachers might expect from discussion, debate, or social interactions of other kinds. Also, there
is a problem with how to assess tasks in a syllabus.
Definitions of Terms
1 Communicative skills refers to skills of listening, speaking, reading, and writing focussing
on communication and fluency rather than accuracy. Since the researchers would like to make
the students have a good attitude towards basic English learning and teaching. Also, they will
be enthusiastic to express themselves in performing individualized work, pair work and group
work, respectively. These will be in accordance with task-based language teaching and
learning techniques of English language teaching (ELT) proposed by experts like David Nunan
(1989), Rod Ellis (2003), as well as Dave and Jane Willis (2011).
2 Schools from the practicum school network means schools from the practicum school
network of the Center for Performing School Practicum, Faculty of Education, Lampang
Rajabhat University. Those schools are under the jurisdiction of Lampang Primary Education
Service Area Office One and Primary Education Service Area Office Two. Those schools were
selected purposively and they consisted of Wat Luang Wittaya School, Kohka Kindergarten
School, Ban Fon Community School, Ban Pong Sanuk School, Ban Mae Tha School, and Mae
Tha Kindergarten School.
3 Task-based language learning activities refers to learning and teaching activities based on
TBL which was the innovation constructed by the researchers to be experimented with the
samples including four task - namely, Task 1: Christmas; Task 2: Food and Health; Task 3:
Housework; and Task 4: Free Time.
Research Design and Method
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The Population and Sample
The population was Grade Five Students of the schools in the practicum school network for the
English Education major students from English Department, Faculty of Education, Lampang
Rajabhat University. Those schools are under the jurisdiction of Lampang Primary Education
Service Area Office One and Primary Education Service Area Office Two.
The samples under this research study were 147 students from the six schools which were
purposively selected. Accordingly, the students from those schools became the target group of
this quasi-experimental research.
Context
The schools under the study comprised the six primary schools under the jurisdiction of
Lampang Primary Education Service Area Office One and Primary Education Service Area
Office Two. The names of the schools are Wat Luang Wittaya School, Kohka Kindergarten
School, Ban Fon Community School, Ban Pong Sanuk School, Ban Mae Tha School, and Mae
Tha Kindergarten School.
The Content Used
The learning units used in the study covered the contents specified in both the Basic Education
Core Curriculum (2008) and the local school curriculum. Moreover, the textbooks used were
scrutinized as guidelines for the contents to be included in the innovation designed by the
researchers.
The Research Questions
In light of the goal of the study, the following research questions were posed.
1. To what extent did the students improve their English communicative skills after
applying PBL with them?
2. What are students’ attitudes towards PBL activities in their English classrooms and
interactions with their volunteer teachers?
3. How did English major students evaluate their classroom teaching behaviour while
using PBL activities and their interactions with the students?
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Research Instruments
1.The English teaching plans used with the samples covered four tasks:- 1) Christmas; 2)
Food and Health; 3) Housework; and 4) Free Time. Each topic/task had to be finished in four
periods/hours. TBL was used in every learning stage for all the students in every school.
2. The pre-test and the post-test
This 40-item multiple choice questions consisted of four sections: 1) 10-item test on Christmas;
2) 10-item test on Food and Health; 3) 10-item test on Housework; and 4) 10-item test on Free
Time.
3. Attitude questionnaire
The purpose of this questionnaire was to gather the attitude of the students under the study
towards TBL and classroom interaction with their teachers. The questionnaire included 12-
items rating scale questions.
4. Self-evaluation Form
In order to gather profound attitude information towards the use of TBL and their confidence
as the teaching trainees in the real classroom context, the English teaching students were
assigned to complete the self-evaluation form consisted of 12-item rating scale questions.
5. Classroom Observation Form
The purpose of utilizing this kind of form was to observe the interaction between the volunteer
teachers and their students in the real classroom atmosphere to investigate the strengths and
weaknesses in preparing the English major students to be familiar with the use of TBL before
having their school practicum in the following new school-year to come.
Data Collection and Analysis
This quasi-experimental research was conducted in the second semester of the 2012 school-
year. The samples were 147 Grade Five students, all were assigned as experimental group with
TBL activities. The pre-test and post-test were used with the samples both before and after the
commencement of each topic.
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After the 5-week teaching by the volunteer English Education major students under the close
supervision from the team of researchers, the school children completed the attitude
questionnaire and were interviewed informally about classroom interactions while TBL
activities were being used. Then, the volunteer teachers were asked to evaluate themselves to
gather profound attitude information towards the use of TBL activities and their confidence as
the teaching trainees in the real classroom context. Also, the classroom observation form was
used to collect information in order to investigate the strengths and weaknesses in familiarizing
the English major students with the use of TBL activities before having their school practicum
in the next academic year.
Findings
Students’ Communicative Skill Achievement
The results will be divided into four parts, namely Task 1: Christmas; Task 2: Food and Health;
Task 3: Housework; and Task 4: Free Time.
Task 1: Christmas
Table 1 below shows that the pre-test mean scores of 147 students before the experiment were
4.61, whereas their post-test mean scores after the experiment were 6.09.
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Table 1
Students’ Task 1 Pre-test and Post-test Scores
M
e
a
n N
Std.
Deviation
Std. Error
Mean
P
a
i
r
1
U1PRE
-
4
.
6
1
9
0
1
4
7
2.33007 .19218
U1POS
T
6
.
0
9
5
2
1
4
7
2.66467 .21978
The results revealed the statistically significant mean difference (MD = - 1.47, t = -7.77, df =
146) in students’ Task 1 pre-test scores (M= 4.61, SD= 2.33) and those of their post-test ones
(M= 6.09, SD= 2.66), as shown in Table 2.
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Table 2
Mean Difference between Students’ Task 1 Pre-test and Post-test Scores
Paired Differences T
d
f
Sig
.
(2-
tail
ed)
M
e
a
n
Std.
D
ev
iat
io
n
S
t
d
.
E
r
r
o
r
M
e
a
n
95%
Confidence
Interval of
the
Difference
L
o
w
e
r
U
p
p
e
r
P
a
i
r
1
U1
PRE
–
U1
POS
T
-
1
.
4
7
6
2
2.
30
34
6
.
1
8
9
9
9
-
1
.
8
5
1
7
-
1
.
1
0
0
7
-
7
.
7
7
0
1
4
6
.00
0
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Task 2 : Food and Health
Table 3 below shows that the pre-test mean scores of 147 students before the
experiment were 3.00, whereas their post-test mean scores after the experiment were 4.59.
Table 3
Students’ Task 2 Pre-test and Post-test Scores
M
e
a
n N Std. Deviation
Std. Error
Mean
P
a
i
r
1
U2PR
E-
3
.
0
0
0
0
1
4
7
1.69204 .13956
U2PO
ST
4
.
5
9
1
8
1
4
7
2.34595 .19349
The results revealed the statistically significant mean difference (MD = - 1.59,
t = - 8.51, df = 146) in students’ Task 2 pre-test scores (M = 3.00, SD = 1.69) and those of their
post-test ones (M = 4.59, SD = 2.34), as shown in Table 4.
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Table 4
Mean Difference between Students’ Task 2 Pre-test and Post-test Scores
Paired Differences T
d
f
Si
g.
(2-
tail
ed)
M
e
a
n
S
t
d
.
D
e
v
ia
ti
o
n
S
t
d
.
E
r
r
o
r
M
e
a
n
95%
Confidenc
e Interval
of the
Difference
L
o
w
e
r
U
p
p
e
r
P
a
i
r
U2
PR
E –
-
1
.
5
2
.
2
6
.
1
8
6
-
1
.
9
-
1
.
2
-
8
.
5
1
4
6
.00
0
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1
U2
PO
ST
9
1
8
5
7
5
8
8
6
1
2
2
2
5
1
8
Task 3 : Housework
Table 5 below shows that the pre-test mean scores of 147 students before the experiment was
3.08, whereas their post-test mean scores after the experiment were 5.43.
Table 5:
Students’ Task 3 Pre-test and Post-test Scores
M
e
a
n N
Std.
Deviatio
n
Std. Error
Mean
P
a
i
r
1
U3PR
E-
3
.
0
8
8
4
1
4
7
1.77086 .14606
U3PO
ST
5
.
4
3
5
4
1
4
7
2.65626 .21908
The results revealed the statistically significant mean difference (MD = - 2.34,
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t = -11.55, df = 146) in students’ Task 3 pre-test scores (M= 3.08, SD= 1.77) and those of
their post-test ones (M= 5.43, SD= 2.65), as shown in Table 6.
Table 6
Mean Difference between Students’ Task 3 Pre-test and Post-test Scores
Paired Differences T
d
f
Sig.
(2-
tailed
)
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
S
t
d
.
E
r
r
o
r
M
e
a
n
95%
Confidenc
e Interval
of the
Difference
L
o
w
e
r
U
p
p
e
r
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P
a
i
r
1
U3
PR
E
U3
PO
ST
-
2
.
3
4
6
9
2
.
4
6
2
4
7
.
2
0
3
1
0
-
2
.
7
4
8
3
-
1
.
9
4
5
5
-
1
1
.
5
5
6
1
4
6
.000
Task 4 : Free Time
Table 7 below shows that the mean of 147 students’ pre-test scores before the experiment were
2.91, whereas their mean scores from the post-test after the experiment were 5.42.
Table 7
Students’ Task 4 Pre-test and Post-test Scores
M
e
a
n N
Std.
Deviation
Std.
Error
Mean
P
a
i
r
1
U4
PR
E-
2
.
9
1
8
4
1
4
7
1.89632 .15641
U4
PO
ST
5
.
4
2
1
4
7
2.87151 .23684
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1
8
The results revealed the statistically significant mean difference (MD = - 2.50,
t = -11. 97, df = 146) in students’ Topic 4 pre-test scores (M= 2.91, SD= 1.89) and those of
their post-test ones (M= 5.42, SD= 2.87), as shown in Table 8.
Table 8
Mean Difference between Students’ Task 4 Pre-test and Post-test Scores
Paired Differences t
d
f
Sig
.
(2-
tail
ed)
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
S
t
d
.
E
r
r
o
r
M
e
a
n
95%
Confidence
Interval of
the
Difference
L U
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o
w
e
r
p
p
e
r
P
a
i
r
1
U4
PR
E –
U4
PO
ST
-
2
.
5
0
3
4
2
.
5
3
5
7
0
.
2
0
9
1
4
-
2
.
9
1
6
7
-
2
.
0
9
0
1
-
11
.9
70
1
4
6
.00
0
Participants’ Attitudes towards TBL Activities
Most of the participants were satisfied with their learning activities and they thought that the
teachers were active when facilitating the activities in classes ( X = 4.44). And they were also
knowledgeable ( X = 4.44). Moreover, the students reflected that their teachers used a variety
of techniques while teaching ( X = 4.37). And their teachers provided them with an
opportunity to present their tasks ( X = 4.44), which were properly assigned to them ( X =
4.37). However, information collected from open-ended questions indicated that the students
needed longer periods of time to fulfil their tasks in order to make them more proficient in the
target language.
English Major Students’ Attitudes towards Teaching and Classroom Interaction
Furthermore, when putting the opinions of the English Education major students who
volunteered to teach at the six schools into consideration, it was found that they were
considerably satisfied with themselves as teachers since they became more punctual when
teaching their classes ( X = 4.74) using relevant instructional media ( X = 4.65), and at the
same time they were well-prepared for each task ( X = 4.61). Also information collected from
the open ended questions revealed that they were also satisfied with their students who were
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active and collaborative when assigned to do the tasks. However, they reflected that the periods
of time used should be extended to include every stage of each task.
Researchers’ Classroom Observation
Three researchers were assigned to observe the learning and teaching process of Topic
1(Christmas) in which TBL was applied in the classroom using classroom observation form.
The results revealed that English Education students who volunteered to teach were at a good
level (3.66) in terms of preparation, and they used the target language in the classroom
appropriately and effectively. They were at an outstanding level (4.00) when putting the aspect
of lesson presentation into consideration. Moreover, they were also at an outstanding level
(4.00) when considering the aspect of classroom atmosphere in which students were active and
lively.
Discussion
The findings indicate that participants’ English communicative skills considerably increased
after the experiment. The study suggests that employing TBL with the participants
considerably promoted elementary school student achievement in improving their
communicative skills in learning English as a foreign language. The results support Thanh and
Huan’s (2012) finding that students’ vocabulary substantially improved as a result of using
TBL at a community college in Vietnam. Specifically, this research study emphasizes the role
of TBL in enhancing student learning as suggested by Ruso (2007), who conducted the
research on the influence of TBL on EFL classrooms.
At the end of the experiment, participants’ achievement in English was considerably increased
as a consequence of applying task-based learning activities with the classroom context though
with elementary students. This finding could be resulted from the use of TBL in the classroom
since according to Willis (1996), TBL provides learners with a wide range of benefits, for
instant, a comfortable learning atmosphere that allows shy students to overcome stress or fear
and speak or discuss with others. Nevertheless, this finding was inconsistent with critics of
TBL who have worried about its applicability to lower learning levels although in fact there are
many suitable tasks for beginners and/or younger learners (Harmer, 2001, p. 87) .
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Another factor that enhanced the increased level of student English achievement could be tasks
themselves. These tasks were designed to be enjoyable and involved the students completely.
When carrying out a variety of tasks, students’ progress and attitudes towards the lesson will
be enhanced as a consequence. Thus, TBL should be put into consideration and language
teachers should provide their students with opportunities to make progressive use of content
learnt through a variety of tasks (Ruso, 2007, p.15).
Conclusion
Though task-based learning has been known for a very long period of time in English language
teaching (ELT) circle, they are quite new to Thai English teachers because of their student-
centeredness. Basically, in teaching the target language teachers are treated as the best
informed people when compared to their students. Most of them turn to Grammar Translation
methods when teaching since it is easier for them to control their classes and make their
students well-disciplined. Thus, their students become passive learners with negative attitudes
towards learning English. Accordingly, university students majoring in English Education
should be made familiarized with the teaching techniques that support student-centeredness
like TBL or Problem-Based Learning so that they are able to apply those techniques when
doing their teaching practicum at schools as required by their university curriculum until they
are proficient in using those techniques. Once they become in-service teachers, they will be
able to use those techniques effectively to make their lessons more interesting and relevant for
the needs of their students who are active learners and able to work collaboratively with their
peers.
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