Implementation of Task-Based Learning Approach in ESP Classroom
Students and Teachers’ Perspectives
DOI:
https://doi.org/10.5281/zenodo.17447534Abstract
Abstract Views: 403
This study aimed to explore the effect and benefits of the Task-Based Learning (TBL) approach in the English for Specific Purposes (ESP) classroom. To continue the process, the data were gathered using a mixed-methods research approach. The data was collected through a non-probability sampling technique. Primarily, the survey questionnaire was adapted and modified to perceive the students’ experience of TBL. The target population was four hundred and fifty undergraduate students; three hundred and fifty students were the sample for the study. Secondly, to record the effects on the development and understanding of language learning skills. Lastly, thirteen instructors participated in semi-structured interviews to evaluate the impact of their teaching pedagogy on the TBL in their classrooms. The purpose of the semi-structured interviews was to highlight the advantages of the TBL on language learning skills. The results indicated that the teachers and students shared similar opinions on the efficacy of TBL. According to their responses, TBL has developed an energetic, dynamic, engaging atmosphere for the language learning process. TBL enhanced the chances of collaborative learning and opportunities for the students to boost self-confidence. And the multiple activities, such as puzzles, think-pair-share, and problem-based situations, made the teaching and learning an engaging process.
Keywords:
Critical thinking, Interactive learning, Learning by doing, Task-based approachReferences
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