1. Applied Linguistics (Language Teaching and Learning)
Simin Anbarshahi; Omid Yeganeh
Abstract
Task-Based Language Teaching (TBLT), as a prominent pedagogical approach, has emerged as a significant innovation in language education, particularly recognized for its potential to enhance speaking fluency among Iranian EFL learners and aims to enhance accuracy, fluency and complexity of the utterances ...
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Task-Based Language Teaching (TBLT), as a prominent pedagogical approach, has emerged as a significant innovation in language education, particularly recognized for its potential to enhance speaking fluency among Iranian EFL learners and aims to enhance accuracy, fluency and complexity of the utterances produced by language learners. The purpose of the present study is to examine the impact of TBLT on learners’ motivation and speaking fluency. The research design included both experimental and control groups, each participating in a 12-session course. The experimental group engaged in TBLT with an emphasis on form, while the conventional methods were utilized for the control group. Speaking fluency was evaluated using Rate A and Rate B fluency measures and academic motivation was assessed through a motivation questionnaire based on Dörnyei and Dewaele’s (2002) L2 Motivational Self System Questionnaire, which included two main sections. A speaking assessment was administrated as a pretest before the treatment and as a posttest after the treatment. Afterward, the result was analyzed; the findings indicated that the experimental group, which received TBLT, outperformed the control group in both motivation and speaking fluency. The results suggest that TBLT, particularly through real-world tasks, encourages students to practice speaking in meaningful contexts, making the learning process more engaging. As a result, students exhibit increased motivation and readiness for lessons, highlighting the potential of TBLT to enhance both language proficiency and learner motivation. This study offers significant insights for language educators, course designers, and policymakers in the field of EFL, suggesting that task-based activities should be incorporated into language learning curricula to improve not only linguistic proficiency but also student motivation and engagement.
1. Applied Linguistics (Language Teaching and Learning)
Nuria Ballesteros Soria; Rémi Adam van Compernolle
Abstract
Pre-task planning has been extensively studied in task-based language teaching research, but a limited number of studies to date has explored the phenomenon through a sociocultural theory lens. In this article, we report on pre-task planning from a Vygotskian group-as-collective perspective by examining ...
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Pre-task planning has been extensively studied in task-based language teaching research, but a limited number of studies to date has explored the phenomenon through a sociocultural theory lens. In this article, we report on pre-task planning from a Vygotskian group-as-collective perspective by examining its mediational role during dynamic strategic interaction scenario tasks (DSISs) implemented in a first semester elementary-level US university Spanish classroom. DSISs involve pre-task planning, small group performances in front of the class, and post-task debriefings in which peer and instructor comments are immediately provided. Drawing on Vygotsky’s (1978) genetic method of analysis, we first show how turn-allocation emerged as an object of learning during the first debriefing, which was the result of pre-task planning and students’ observations following the first group performance. Second, we provide an account of the microgenesis of the debriefing observations through an analysis of planning tasks and the instructor’s framing and modeling of appropriate feedback, which we contend mediated students’ orientation to turn-allocation as a relevant learnable. In concluding, we discuss our findings, their research and pedagogical implications, and future directions for instructed research on L2 speaking development.
Massoud Rahimpour; Davoud Amini
Abstract
Massoud Rahimpour is Professor Emeritus of Tabriz University. Professor Rahimpour has done his B.A. in English Language and Literature at Tabriz University in 1975, M.A. in TESOL at Oklahoma City University, U.S.A. in 1978, and Ph.D. in Applied Linguistics: Second Language Acquisition/Teaching at The ...
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Massoud Rahimpour is Professor Emeritus of Tabriz University. Professor Rahimpour has done his B.A. in English Language and Literature at Tabriz University in 1975, M.A. in TESOL at Oklahoma City University, U.S.A. in 1978, and Ph.D. in Applied Linguistics: Second Language Acquisition/Teaching at The University of Queensland, Australia in 1997. While he was at the University of Tabriz, he was also Head of English Department, Director of the International Academic Collaborations of Tabriz University, Deputy Dean of Faculty and Director of Centre for Teaching Foreign Languages. Professor Rahimpour has also been Honorary Associate Professor at the School of Languages and Cultures at The University of Queensland and language instructor at TAFE Queensland. He has also acted as Editor-in-Chief of the Journal of English Language Teaching and Learning, Tabriz University and the Member of Editorial Board of several Journals of Language Teaching Research. Professor Rahimpour has published papers in international and national journals, published books and has presented papers in conferences. He has also supervised tens of M.A and Ph.D. theses. His research interests are Task-Based Language Teaching, Syllabus Design, Second Language Acquisition, Research Methods in Applied Linguistics and Adult Language Learning. Dr. Davoud Amini, assistant professor of ELT at Azarbaijan Shahid Madani University and a former Ph.D. student of professor Rahimpour has arranged this interview with him.
