The Task-Based Syllabus: Promoting L2 Acquisition and Learner Empowerment in an EFL Classroom

This research was an attempt to reveal the impacts of TSLT implementation on the student empowerment. Through a descriptive study, questionnaires and interview were used to collect the data involving 289 students. Frymier, Shulman, & Houser's (1996) psychological empowerment measurement scale was utilized as the instrument of the questionnaire containing three psychological dimensions: impact, meaningfulness, and competence. The results of the questionnaires show that impact had 51.92 % positively response; meaningfulness received 86.17 % responses; and competence perceived 77.55 % responses. The perceived score of the impact indicates students felt less degree to make difference in the classroom. The score of the meaningfulness means that students perceived their English learning is interesting and valuable. The score of the competence means students felt qualified and capable in performing their tasks. The findings of the interview suggest that students-teacher classroom interaction and small group tasks become interesting issues for promoting student empowerment. At the end of the part of the paper, instructional implications are also discussed.

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“…The attempts to investigate learner's empowerment is explicitly promoted in TBLT (Brown, 1991;Torres, 2014). To this, research is still scarce.…”

Section: Introductionmentioning

confidence: 99%

“…TSLT against the student empowerment. 29 . In addition, this research is also as a response to Griffiths (2001) West Java.…”

Section: Introductionmentioning

confidence: 99%

Examining Task-Supported Language Teaching on Student Empowerment: A Case from Indonesian Context

Misdi¹,

Rozak²,

Mahaputri³

et al. 2019

Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018)

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Fostering Language Learning in the University EFL Classroom through Literature: A Task-Based Approach

Arboleda

Garcés

2019

GIST

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The role of literature as a teaching and learning tool in English as a Foreign Language has long been acknowledged. Literary texts offer teachers opportunities to provide students with authentic materials to heighten their motivation by involving them in challenging Task-Based activities in which they interact with authors and learn about features of these authors’ society. The purpose of this research study was to investigate the role of literature as a pedagogical tool in the EFL class and see how this can be advantageous in fostering learners’ language skills and intercultural awareness. The sample population encompassed 26 sixth-semester students enrolled in a Reading course who are completing their BA in Foreign Languages at a public University in Colombia. A semi-structured questionnaire and a Reading Guide were designed to elicit information from students who were asked to read an unabridged English language fiction novel. The findings show that the participants’ motivation to complete the Task-Based Reading and Writing Project was high as well as their language skills. Keywords. EFL, ESL, Task-Based Approach, Literature, intercultural Communicative Competence

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The Task-Based Syllabus: Promoting L2 Acquisition and Learner Empowerment in an EFL Classroom

Cited by 2 publications

References 20 publications

Examining Task-Supported Language Teaching on Student Empowerment: A Case from Indonesian Context

Examining Task-Supported Language Teaching on Student Empowerment: A Case from Indonesian Context

Fostering Language Learning in the University EFL Classroom through Literature: A Task-Based Approach

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