Task-based Language Teaching: Perspectives of Secondary Level EFL Educators and Actual Classroom Experiences | Chapter 1 |Language, Literature and Education: Research Updates Vol. 7

 

Task-based language teaching (TBLT) is one of the widely discussed student-centred approaches to language teaching. Teaching a lesson under a task-based framework requires careful consideration of the learners' ages and interests, as well as the task itself. This study provides an overview and characteristics of TBLT, and the advantages of employing it; highlights teacher and student roles; and explores teachers’ perceptions and practices of this approach. The study explores two purposively selected secondary-level English language teachers’ perceptions and practices of using language tasks in their classrooms. Applying an ethnographic research design, the data were collected through in-depth interviews and class observation. The findings suggest that the teachers hold positive attitudes toward TBLT as a current English as a foreign language (EFL) teaching approach and perform task-based classes to some extent; however, they are not well aware of the methods and techniques of implementing tasks appropriately. The study suggests that language educators require proper training to be equipped with the knowledge and skills required for task-based instruction.

 

Author(s) Details

Laxman Prasad Bhandari
Lumbini Banijya Campus, Tribhuvan University, Nepal.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v7/5815

Students’ Opinions on the Qualities of the Preferred Teacher | Chapter 3 | Research Developments in Arts and Social Studies Vol. 5

This study aims to learn more about how elementary and junior high school students feel about their preferred teachers. In other words, the goal is to emphasise, from the perspective of the pupils, the traits of the liked and acceptable instructor. The theoretical and empirical sections of the study are divided into two separate sections. The foundation for the teacher's function, originally viewed in terms of the school's goal, is included in the theoretical portion. Next, it is addressed how the processes of education, socialisation, teaching, learning, evaluation, and supervision lead to the individual positions of educator, instructor, evaluator, and supervisor. Additionally, with a focus on student expectations, the elements that affect a teacher's efficacy in carrying out their position are discussed. parents, as well as any other participants or agents in his or her work. Then, using pertinent study findings, the key components of a good instructor are determined. The study methods, the sample, and the questionnaire are all presented in the second section of this essay. Most of the questions on the survey are closed-ended and demand graded responses from the respondents. Students from a Primary and Junior High School in the city of Ioannina participated in the study during the first ten days of November 2021. They were asked to share their opinions on the traits of the teacher of their choice and other issues related to how the teacher manages pedagogical communication with his students. According to the research findings, the results that have been analysed and interpreted have a special value from a pedagogical perspective because they emphasise the significance of the pedagogical principle, which refers to the teacher's organisation of communication in the context of the classroom. The discussion and closing remarks round out the essay.

Author(s) Details:

Ioannis Ch. Konstantinou,

University of Ioannina, Greece.

Ekaterini A. Chatzisavva,

University of Ioannina, Greece.

Stamatoula G. Logotheti,

University of Ioannina, Greece.

Please see the link here: https://stm.bookpi.org/RDASS-V5/article/view/7286

Using a Student Facilitator in Group Activities of a Large Class Size: An Observational Study | Chapter 14 | Modern Perspectives in Language, Literature and Education Vol. 8

 Teachers in the Foreign Language Department of Thai Nguyen University of Economics and Business Administration (TUEBA) in Vietnam have been working hard to find the most appropriate methods for their teaching context in order to create more interesting and motivating lessons for university students and to inspire learners' autonomy. However, all of them have had difficulties because the number of pupils in each class sometimes reach 60 or more. As a result, it is extremely difficult for them to deliver successful lectures in huge class sizes due to a lack of full attention from pupils. The solution to this problem is to use students as facilitators for class activities, which is regarded an appropriate method. As a result, the purpose of this study was to see how effective a group facilitator method is at engaging students in English learning in big groups. As a result, numerous alterations for the future of this technique are offered in order to improve the language learning process of learners.

Author (S) Details

Duong Que Linh
University of Economics and Business Administration, Thai Nguyen, Vietnam.

Phan Minh Huyen
University of Economics and Business Administration, Thai Nguyen, Vietnam.

Nguyen Hong Hanh
University of Economics and Business Administration, Thai Nguyen, Vietnam.

Do Thi My Lan
Thuyloi University, Ho Chi Minh, Vietnam.

Duong Thi Cam Nhung
Tay Bac College of Culture and Arts, Hoa Binh, Vietnam.

View Book :- https://stm.bookpi.org/MPLLE-V8/article/view/3198