Indonesian EFL Teachers’ Perceptions of Task-Based Language Teaching Approach

Prianty, Tanty; Ngadiso, Ngadiso; Wijayanto, Agus

doi:10.32332/joelt.v9i1.2194

Cited by 8 publications

(10 citation statements)

References 17 publications

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“…The study of Sarigoz and Fişne (2019) revealed by utilizing an integrated language testing program that included 10-unit assessment tasks, TBA significantly increased the level of language learning in the 4th grade. The result of this study agreed with the results of Prianty et al (2021), since considerable similarities existed between these two. In the second study, teachers' perceptions of TBLT, including TBA were explored and the results demonstrated teachers' positive attitudes toward the utilization of TBLT, even though most of them had little knowledge about TBLT and assessment.…”

Section: International Studiessupporting

confidence: 90%

“…Using Tayeb et al (2018), Sarigoz and Fişne (2019), Liu and Ren (2021), and Prianty et al (2021), study results in which all of them explored the washback effect of TBA, the present paper aimed to provide further evidence on the washback effect of TBA of vocabulary on EFL learners. The study of Sarigoz and Fişne (2019) revealed by utilizing an integrated language testing program that included 10-unit assessment tasks, TBA significantly increased the level of language learning in the 4th grade.…”

Section: International Studiesmentioning

confidence: 99%

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A critical literature review on the washback effect of task-based vocabulary assessment on Iranian EFL learners

Fasih

2022

Front. Educ.

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The present critical literature review explored the previous research articles to find out the washback effect of task-based assessment (TBA) of vocabulary on EFL learners. While the diversity of teaching and testing methods within today’s EFL classrooms continues to increase, it is better to pay attention to alternative methods of assessment like task-based vocabulary assessments in contrast to traditional assessment. Despite the existence of many research articles in the field of alternative teaching and assessment methods, Iran’s education system has not pay attention to finding an alternative method of assessment that can replace it with its own current unsuccessful traditional method. Therefore, the present paper critically evaluated the previous research articles about the washback effect of TBA of vocabulary on EFL learners. The fundamental motivation for writing the current paper is that Iran’s public EFL program suffers from traditional assessment issues. To address these challenges, Iran’s assessment system must be changed by employing alternative types of assessment and establishing a teacher assistance program. The first focus of the present paper was to review task-based language teaching (TBLT), task-based language assessment (TBLA), and washback effect definitions. Second, the role of vocabulary in TBLT and TBLA was explained. Next, an overview of the empirical studies on TBLT, TBLA, the washback effect, and vocabulary assessment in international and Iranian contexts was presented. Finally, the research question about the washback effects of task-based vocabulary assessment on EFL learners’ vocabulary learning was answered based on the critical review of the previous empirical research.

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Section: International Studiessupporting

confidence: 90%

Section: International Studiesmentioning

confidence: 99%

A critical literature review on the washback effect of task-based vocabulary assessment on Iranian EFL learners

Fasih

2022

Front. Educ.

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“…However, despite these persistent and frequent curriculum revisions, ELT practices in Indonesia did not automatically alter in a unidirectional way. It was found that in spite of their positive perceptions and attitudes towards communicative approaches (Prianty et al, 2021), Indonesian teachers are still employing traditional teacher-centered approaches focusing on linguistic structures in their actual instructional practices (Kustati et al, 2018). Even though Indonesia has a philosophy of Gotong Royong which means working collaboratively, English teaching processes was mainly administered through teacher-centered paradigm (Sutiah, 2011).…”

Section: English Language Teaching In Indonesiamentioning

confidence: 99%

Task-Based Language Teaching; Potential Benefits and Possible Criticisms in Indonesian Contexts

Maulana¹

2021

JETLI

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<span id="docs-internal-guid-dec9ea4f-7fff-dcae-85e9-c7df6f7493d8"><span>The primary aim of English language teaching in Indonesia is to equip Indonesian students with communicative competence in English. However, due to the prevalent utilisation of traditional student-centered approaches that accentuates linguistic structural properties as well as the lack of exposure to and usage of the target language in the classroom, research has found that Indonesian school graduates’ English communicative skills are still low. Very few students can deliver ideas, thoughts, and feelings through English as a medium of communication. This conceptual review article aims to promote the viabilities of task-based language teaching (TBLT) method to accelerate students’ communicative skills in Indonesia. Drawing on a wide range of theories and research findings, it critically explores some potential benefits as well as addresses some possible criticisms of employing TBLT in Indonesia. It argues that TBLT promotes natural learning, generates students’ intrinsic motivation, and develops language skill development that can lead the students to accelerate their communicative competence.</span></span>

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“…TBLT is an approach to language learning which focuses on presenting tasks to improve the acquisition of DOI: http://dx.doi.org/10.30998/scope.v7i1. 13854 Dias Fatatin Birrina, Ive Emaliana 35 knowledge and language skills (Prianty, Ngadiso, and Wijayanto, 2021). This approach has a tendency to help students increase their skills while communicating with others.…”

Section: Introductionmentioning

confidence: 99%

“…the language serves as the means for achieving the outcome, not as an end in its own right). Based on previous research in EFL contexts (for example, Prianty, Ngadiso, and Wijayanto, 2021;Richards and Rodgers 2014;Butler, 2011), a task's criterial features in TBLT can be summed up as follows: tasks are goaloriented activities, in which the English language is utilized for communication in order to achieve an outcome; tasks exclude English language-free activities; tasks should be authentic and engaging, and tasks should primarily focus on meaning.…”

Section: Introductionmentioning

confidence: 99%

Sustaining TBLT during Online Learning: The Role of EFL Teacher Agency

Birrina,

Emaliana

2022

scope

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<div class="WordSection1"><p>While task-based language teaching (TBLT) is among the most preferred methods for teaching foreign languages, it has not received enough study to be empirically verified in the English as a Foreign Language (EFL) classroom. Few studies have looked into instructors' reactions towards TBLT in the setting of Indonesian college English. This study contributes to closing the gap by studying EFL teachers' perspectives of TBLT and evaluating the present use of TBLT in online learning. Data from classroom observations, interviews, and course materials were triangulated to give a descriptive synthesis of teacher participants' experiences with TBLT instruction. The data analysis indicated that the teacher displayed proactive and reactive agencies in overcoming the conflicts in the instructional activity system via teaching as both learning and adaptation. A variety of mediational elements were revealed to account for their agency. In order to influence teachers' adoption of task-based language teaching, the study emphasizes the significance of teachers' shared attitudes regarding the usefulness of TBLT, curricular change, and institutional support. The article finishes with a discussion of the practical implications of the findings of this small-scale study on how to facilitate successful application of TBLT during emergency remote teaching in Indonesia.</p></div>

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Indonesian EFL Teachers’ Perceptions of Task-Based Language Teaching Approach

Cited by 8 publications

References 17 publications

A critical literature review on the washback effect of task-based vocabulary assessment on Iranian EFL learners

A critical literature review on the washback effect of task-based vocabulary assessment on Iranian EFL learners

Task-Based Language Teaching; Potential Benefits and Possible Criticisms in Indonesian Contexts

Sustaining TBLT during Online Learning: The Role of EFL Teacher Agency

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