Introduction
Language learning and teaching have been of utmost importance in China due to the increasing global significance of English. Identifying practical teaching approaches for young Chinese learners is crucial to meet the growing demand to enhance their oral English proficiency. Task-based Language Teaching (TBLT) and traditional teaching methods are prominent approaches in language classrooms. This literature review aims to compare these approaches and evaluate their impact on oral English proficiency among young Chinese learners.
2.0 Task-based Language Teaching (TBLT)
Task-based Language Teaching (TBLT) is an approach to language teaching that focuses on communicative language use in real-life situations. It emphasizes the use of tasks, which are activities that involve the use of language for a specific purpose and outcome. TBLT is grounded in communicative language teaching (CLT) principles, which aim to develop learners’ communicative competence by providing opportunities for authentic communication.
2.1 Definition and principles of TBLT
TBLT is a teaching approach that emphasizes using tasks as the basis for language teaching and learning. Tasks require learners to use language to achieve a specific outcome. These tasks can be anything from solving a problem to planning a party, but they must use language meaningfully and purposefully (Nguyen, Nguyen, and Vo, 2023). TBLT also emphasizes the use of authentic materials and contexts in language learning. This means that materials and contexts used in language learning should reflect real-life situations and be relevant and interesting to learners. Additionally, TBLT encourages learners to take an active role in their learning process by setting their learning goals and reflecting on their progress.
Several studies have shown the effectiveness of TBLT in improving language proficiency, particularly in developing speaking skills (Sarman, 2022). TBLT has also improved learners’ motivation and engagement in language learning (Zhu, 2022). In summary, TBLT is a communicative language teaching approach that emphasizes using tasks as the basis for language teaching and learning. It is grounded in the principles of communicative language teaching and focuses on developing learners’ communicative competence through authentic and meaningful language use.
2.2 Features and components of TBLT
Task-based Language Teaching (TBLT) is characterized by distinctive features and components that differentiate it from traditional teaching approaches. These features and components play a crucial role in shaping the effectiveness of TBLT in enhancing oral English proficiency among young Chinese learners (Alfieri, 2019). One of the critical features of TBLT is the use of authentic tasks, which mirror real-life language use. These tasks are designed to provide learners with meaningful and purposeful opportunities to apply the target language in authentic contexts, promoting the development of communicative competence.
TBLT also emphasizes the systematic sequencing of tasks. Tasks are carefully selected and ordered based on their complexity and the linguistic and cognitive demands they impose on learners. This sequencing approach aims to scaffold learners’ language development, starting with more straightforward tasks and gradually progressing to more complex ones. By building on learners’ existing knowledge and skills, task sequencing facilitates the expansion of their linguistic repertoire (Nasri, Shafiee, and Sepehri, 2021). In TBLT, the focus is on language use rather than explicit grammar instruction. While grammar is not disregarded, it is taught inductively through analyzing language use within the tasks. Learners are encouraged to notice and reflect on their language during task performance, fostering accuracy and fluency in their oral communication.
A key component of TBLT is the emphasis on communication and interaction. Learners engage in meaningful exchanges with their peers or teachers as they work on completing the tasks. This approach promotes the negotiation of meaning, cooperative learning, and the development of interpersonal skills. Through interaction, learners can practice the target language in authentic and dynamic contexts, enhancing oral proficiency (Randall, 2019). TBLT also encourages learner autonomy by empowering learners to take control of their learning process. Learners are involved in various aspects, including task selection, goal-setting, and self-assessment. This learner autonomy fosters motivation and engagement, as learners feel a sense of agency and responsibility for their language learning journey.
Research on the effectiveness of TBLT in enhancing oral English proficiency among young Chinese learners has shown promising results. For instance, a study by Marcos, Osa-Melero, and Martínez, (2023) investigated the impact of TBLT on the oral performance of Chinese primary school students and found that TBLT significantly improved their oral English proficiency compared to traditional teaching methods. Similarly, Abdullah, Hussin, and Ismail (2019) examined the effects of TBLT on the speaking skills of Chinese secondary school students. He reported significant improvements in oral proficiency as a result of TBLT implementation.
2.3 Task Design and Implementation in TBLT
Task design and implementation are crucial aspects of Task-based Language Teaching (TBLT) that significantly influence its effectiveness in enhancing oral English proficiency among young Chinese learners. Task design in TBLT involves creating authentic, meaningful, and relevant tasks to the learners’ needs and interests. Authentic tasks mirror real-life language use and require learners to use the target language to achieve a specific goal or outcome. These tasks should provide opportunities for learners to engage in communication, problem-solving, and decision-making. By incorporating authentic tasks into the curriculum, teachers can promote learners’ motivation and engagement, as the tasks are purposeful and connected to real-world contexts (Vu, 2023).
Additionally, tasks in TBLT should be designed to elicit the target language features that learners need to develop. For example, if the focus is on improving oral English proficiency, tasks should be designed to encourage learners to engage in meaningful oral communication. This could involve role-plays, discussions, debates, or presentations. By designing tasks that require learners to use the target language authentically, teachers can facilitate the development of learners’ communicative competence.
Furthermore, task implementation in TBLT involves providing clear instructions and guidance to learners to ensure they understand the task requirements and objectives (Beckett, Slater, and Mohan, 2019). Teachers should scaffold learners’ task understanding by providing appropriate support and modeling. This can include providing vocabulary and language structures, giving examples, and conducting pre-task activities to help learners prepare. Teachers should monitor learners’ progress during task performance, provide feedback, and offer assistance when needed. By effectively implementing tasks, teachers can create a supportive and conducive learning environment that promotes learners’ language development (Knapp, 2021). Research on task design and implementation in TBLT has highlighted its positive impact on oral English proficiency. A study by Tao and Gao (2021) examined the effects of task design and implementation on the speaking performance of Chinese university students. The findings indicated that well-designed tasks with clear instructions and appropriate support significantly enhanced students’ oral English proficiency. Similarly, Pepanyan and Meacham (2021) investigated the influence of task design and implementation on the speaking skills of Chinese primary school students. They reported significant improvements in oral proficiency due to effective task design and implementation.
2.4 Previous Research on TBLT in language learning contexts
Numerous studies have explored the effectiveness of Task-based Language Teaching (TBLT) in various language learning contexts. These investigations have highlighted the advantages and outcomes of implementing TBLT in language classrooms. Research by Truong (2021) examined the impact of TBLT on second language acquisition and found that it facilitated the development of communicative competence. The study highlighted the effectiveness of TBLT in enhancing learners’ oral proficiency and their ability to use language in meaningful and authentic contexts. Ellis emphasized that TBLT fosters learner engagement and motivation, promoting active participation and a deeper understanding of the target language. Wang and Halenko (2019) conducted a study focusing on the effects of TBLT on English language learners’ listening and speaking skills. The findings indicated that TBLT significantly improved learners’ listening and speaking abilities compared to traditional teaching methods. The study emphasized the importance of using authentic tasks to promote interactive communication, allowing learners to use purposeful language.
Krip (2020) explored the impact of TBLT on the acquisition of complex linguistic structures. The research demonstrated that TBLT enhanced learners’ proficiency in complex grammar and vocabulary, particularly when learners were exposed to meaningful and context-rich tasks. The study suggested that TBLT offers a pedagogical framework that encourages learners to develop accuracy and fluency in their language use. Furthermore, studies have highlighted the motivational benefits of TBLT. Guo (2022) investigated the effects of TBLT on learner motivation and reported that learners engaged in TBLT activities showed higher levels of motivation and enjoyment than those in traditional teaching settings. The study attributed these motivational gains to tasks’ authentic and purposeful nature, which created a positive learning environment and increased learners’ interest in language learning.
Nguyen, Biebricher, and Ward (2021) examined the effects of TBLT on learner engagement and found that TBLT fostered a learner-centered approach, allowing learners to participate actively in their learning process. The study emphasized that TBLT promoted learner autonomy and encouraged learners to take responsibility for their language learning. Learners’ increased involvement and autonomy positively influenced their motivation, improving their language proficiency.
3.0 Traditional Teaching Approaches
Traditional teaching approaches have been widely used in language classrooms for many years. This literature review explores three prominent traditional teaching approaches: the Grammar-Translation Method, the Audio-Lingual Method, and Communicative Language Teaching (CLT). Additionally, it discusses the comparison of these traditional approaches.
3.1 Grammar-Translation Method
The Grammar-Translation Method, a traditional teaching approach, has a long-standing history in language education. This method is rooted in a pedagogical philosophy that prioritizes the explicit teaching of grammar rules and the translation of sentences between the target language and the learners’ native language. Its primary objective is to facilitate the understanding of grammatical structures and the acquisition of vocabulary through memorization and written exercises (Iacono, 2022). Central to the Grammar-Translation Method is the belief that a deep understanding of grammar and vocabulary is essential for language learning. As such, learners are exposed to extensive grammar explanations, rule memorization, and repetitive translation exercises. These activities aim to develop learners’ knowledge of sentence structure, verb conjugation, and word meanings, often relying on bilingual dictionaries and grammar textbooks as critical resources.
However, critics of the Grammar-Translation Method argue that its heavy focus on grammar and translation limits its effectiveness in developing learners’ communicative competence. Since the emphasis is primarily on grammatical accuracy and written language, speaking and listening skills often need more attention. Consequently, learners may need help to apply their knowledge in real-life situations, as they may lack the ability to communicate effectively in the target language (England, Kamhi-Stein, and Kormpas, 2023). Furthermore, the Grammar-Translation Method has been criticized for its tendency to foster a passive learning environment. Learners often engage in isolated and decontextualized exercises, which may not reflect authentic language use. This method may need to pay more attention to meaningful communication, cultural understanding, and pragmatic language skills, crucial aspects of language proficiency.
In contrast to the Grammar-Translation Method, modern language teachings approaches, such as Task-based Language Teaching (TBLT) and Communicative Language Teaching (CLT), emphasize developing communicative competence and using language for authentic purposes. These approaches advocate for learner-centered, interactive, and contextually rich activities that promote meaningful communication and engage learners in real-life language use (Cargua Tamayo, 2022). Despite its limitations, the Grammar-Translation Method may still have some practical applications. For example, it can be helpful for learners who require a solid foundation in grammar and vocabulary, such as those studying classical languages or preparing for translation and interpretation tasks. Additionally, it can be a complementary approach in specific language learning contexts, providing opportunities for explicit grammar instruction and enhancing learners’ metalinguistic awareness (Calafato, 2020).
3.2 Audio-Lingual Method
The Audio-Lingual Method, a traditional teaching approach that gained popularity in the mid-20th century, was developed as a response to the Grammar-Translation Method. This method places a strong emphasis on the development of oral skills through intensive listening and speaking practice. It was heavily influenced by structural linguistics and behaviorist theories of learning (Suárez Gurumendi, 2019). Central to the Audio-Lingual Method is the belief that language learning is primarily a habit-formation process. Learners are exposed to various model sentences and engage in extensive drills, repetition exercises, and patterned dialogues to reinforce language structures and patterns. These activities aim to develop automaticity and accuracy in the use of language, relying on the assumption that learners acquire language through imitation and reinforcement.
The Audio-Lingual Method heavily utilizes audio materials, such as tapes or C.D.s, to expose learners to authentic language samples and provide opportunities for listening comprehension. Learners then engage in speaking activities, where they practice mimicking the target language’s pronunciation, intonation, and rhythm. The method often relies on controlled and structured dialogues, emphasizing accuracy and avoiding errors (Asiri, 2022). Critics of the Audio-Lingual Method argue that its heavy reliance on mechanical practice and repetition may limit learners’ ability to use language meaningfully and communicatively. By prioritizing rote memorization and surface-level accuracy, the method may need to focus more on developing learners’ understanding of meaning, pragmatics, and the ability to use language in real-life contexts. Consequently, learners may struggle to transfer their language skills to authentic communication situations, where language use involves negotiation of meaning, creativity, and flexibility (Romero, 2021).
Moreover, the Audio-Lingual Method has been criticized for lacking learner autonomy and creativity. The method often provides learners with limited opportunities for independent thinking and expression, as they are expected to reproduce predetermined dialogues and responses. This restricts learners’ ability to develop their language production skills and inhibits their creativity in language use (Poshka and Maliqi, 2022). In contrast to the Audio-Lingual Method, contemporary languages teaching approaches, such as Task-based Language Teaching (TBLT) and Communicative Language Teaching (CLT), prioritize meaningful communication and authentic language use. These approaches advocate for learner-centered, interactive, and contextually rich activities that promote the development of fluency and accuracy and the integration of all language skills (Poshka and Maliqi, 2022). Despite its limitations, the Audio-Lingual Method may still have some practical applications. For example, it can be effective for learners who require a strong focus on pronunciation and phonological accuracy, such as actors, singers, or individuals in specific language training programs. Additionally, the method can be helpful in the initial stages of language learning, where learners benefit from structured practice and establishing foundational language patterns.
3.3 Communicative Language Teaching (CLT)
Communicative Language Teaching (CLT) is a learner-centered approach that has emerged as a superior alternative to traditional teaching methods. With a focus on developing learners’ communicative competence, CLT aims to equip learners with the skills and confidence to use the target language in real-life situations. This approach emphasizes integrating the four language skills (listening, speaking, reading, and writing) and strongly emphasizes meaningful and authentic language use (Marfira, 2020).
At the heart of CLT is the belief that language learning should reflect how language is used in the real world. Rather than prioritizing isolated grammar rules or memorization, CLT encourages learners to communicate through interactive and collaborative activities actively. These activities allow learners to negotiate to mean, express themselves, and comprehend authentic language input. One of the critical principles of CLT is using authentic materials and tasks that reflect real-life language use. Authentic materials can include videos, articles, interviews, and other resources that expose learners to actual language samples, helping them develop their listening and reading skills while gaining exposure to authentic vocabulary, grammar structures, and cultural contexts. On the other hand, authentic tasks involve activities that require learners to engage in meaningful communication, such as role-plays, discussions, debates, and problem-solving tasks.
CLT also emphasizes the importance of learner-centeredness and learner autonomy. Teachers act as facilitators, creating a supportive and interactive learning environment where learners are actively involved in their language learning process. Learners are encouraged to take responsibility for learning, set goals, make decisions, and reflect on their progress. By promoting learner autonomy, CLT fosters a sense of ownership and motivation among learners.
Numerous studies have highlighted the benefits of CLT in language learning. TOPAL (2022) conducted a meta-analysis of research on CLT and found that it positively influenced learners’ motivation, speaking skills, and overall language proficiency. Additionally, studies have shown that CLT enhances learners’ communicative competence by providing opportunities for meaningful language use, promoting fluency, and improving learners’ ability to negotiate meaning in real-life situations (Ruan, 2021).
While CLT has gained significant popularity, it has its challenges. Implementing CLT requires careful consideration of class size, available resources, and learner proficiency. Teachers may face challenges in balancing the teaching of grammar and accuracy with the promotion of fluency and meaningful communication (Wang & Halenko, 2019). Furthermore, assessment practices need to be adapted to align with the principles of CLT, focusing on performance-based assessments that evaluate learners’ ability to use the language in authentic contexts.
3.4 Comparison of Traditional Teaching Approaches
When comparing traditional teaching approaches, it becomes evident that the Grammar-Translation Method and the Audio-Lingual Method share specific characteristics. Both methods prioritize accuracy over fluency, rely heavily on explicit instruction and mechanical practice, and often neglect to speak and listening skills development. These methods are criticized for their limited focus on meaningful communication and their potential to inhibit learners’ oral proficiency (Krip, 2020). In contrast, CLT offers a more dynamic and communicative approach to language teaching. It emphasizes authentic language use, promotes meaningful communication, and integrates the four language skills. CLT aims to develop learners’ ability to use language in real-life contexts, encouraging learner autonomy and active participation. Vu (2023) found that CLT was more successful in developing learners’ oral proficiency than traditional methods. Similarly, Guo (2022) reported that CLT led to higher levels of motivation and engagement among learners compared to traditional approaches.
4.0 Comparing TBLT and Traditional Approaches
Task-based Language Teaching (TBLT) and traditional teaching approaches have been subjects of comparison in language education. This literature review examines several critical aspects of comparison between TBLT and traditional approaches, including oral English proficiency outcomes, motivation and engagement, error correction and feedback, the role of the teacher, and student-centeredness.
4.1 Oral English Proficiency Outcomes
Numerous studies have compared the impact of TBLT and traditional approaches on oral English proficiency outcomes. Iacono (2022) conducted a study comparing Chinese primary school students’ oral performance through TBLT and traditional methods. The findings revealed that TBLT significantly improved students’ oral English proficiency compared to traditional teaching methods. Similarly, Cargua Tamayo (2022) investigated the effects of TBLT on the speaking skills of Chinese secondary school students and reported significant improvements in oral proficiency. These studies suggest that TBLT has a positive impact on enhancing learners’ oral English proficiency.
Numerous studies have focused on comparing Task-Based Language Teaching (TBLT) and traditional teaching approaches in terms of their impact on oral English proficiency outcomes. Hu (2022) aimed to investigate the oral performance of Chinese primary school students taught using TBLT and traditional methods. The findings of this study indicated that students who received instruction through TBLT demonstrated significantly improved oral English proficiency compared to those taught using traditional methods. The TBLT group showed greater fluency, accuracy, and complexity in oral production, suggesting that TBLT contributed positively to developing their oral skills.
Similarly, Calafato (2020) examined the effects of TBLT on the speaking skills of Chinese secondary school students. The study found that students who participated in TBLT-based instruction significantly improved their oral proficiency. The TBLT group exhibited enhanced abilities in initiating and sustaining conversations, using appropriate vocabulary and grammar, and expressing their ideas coherently. These findings further support that TBLT positively impacts learners’ oral English proficiency. Several factors contribute to the effectiveness of TBLT in enhancing oral English proficiency. TBLT provides learners authentic opportunities to engage in real-life communicative tasks, such as role-plays, problem-solving activities, and discussions (Suárez, 2019). These tasks require learners to use the target language in meaningful contexts actively, fostering the development of fluency, accuracy, and communicative competence. TBLT also promotes learner engagement and motivation by focusing on relevant and meaningful tasks to learners’ lives and interests.
In contrast, traditional teaching approaches prioritize grammar rules, vocabulary memorization, and discrete language skills over authentic communication. These approaches rely on controlled drills and patterned exercises that may not adequately develop learners’ oral proficiency. The emphasis on grammatical accuracy and translation exercises in traditional methods may hinder learners’ ability to use the language spontaneously and creatively in real-life situations (Asiri, 2022). The authentic and communicative nature of TBLT tasks and learner engagement and motivation contribute to the positive outcomes observed. However, it is essential to note that the effectiveness of TBLT may vary depending on various factors, such as learner age, proficiency level, instructional context, and teacher expertise. Further research is needed to explore the specific conditions under which TBLT can maximize its impact on oral English proficiency outcomes.
4.2 Motivation and Engagement
Motivation and engagement play crucial roles in language learning. Several studies have explored the motivational benefits of TBLT compared to traditional approaches. Romero (2021) found that learners engaged in TBLT activities showed higher motivation and enjoyment levels than traditional teaching settings. The authentic and meaningful nature of tasks in TBLT promotes learner motivation and engagement by providing opportunities for communication and personal relevance. Motivation and engagement are critical factors in language learning, as they significantly influence learners’ willingness to engage in the learning process and their overall success in acquiring the target language. In comparing Task-Based Language Teaching (TBLT) and traditional teaching approaches, researchers have investigated the impact of these methods on learner motivation and engagement.
Poshka and Maliqi (2022) conducted a study exploring the motivational benefits of TBLT compared to traditional teaching settings. The findings of this study revealed that learners who participated in TBLT activities exhibited higher levels of motivation and enjoyment. The authentic and meaningful nature of tasks in TBLT, which focus on real-life communication and problem-solving, was instrumental in promoting learner motivation and engagement. One of the reasons why TBLT enhances motivation and engagement is its emphasis on providing learners with opportunities for communication. TBLT tasks often involve interactive and collaborative activities that simulate real-life situations, allowing learners to use the language meaningfully and authentically. By engaging in tasks that have personal relevance and align with their communicative needs, learners feel a sense of purpose and accomplishment, enhancing their motivation to participate actively in the learning process.
Additionally, TBLT promotes learner autonomy and decision-making, giving learners a sense of ownership over their learning experience. In TBLT classrooms, learners are encouraged to make choices, set goals, and take responsibility for their learning. This autonomy empowers learners and fosters a sense of engagement and intrinsic motivation as they become active agents in shaping their language learning journey (Marfira, 2020). In contrast, traditional teaching approaches often rely on teacher-centered instruction and prescribed exercises that may not align with learners’ interests or personal goals. The focus on grammatical accuracy and repetitive drills in traditional approaches can sometimes lead to a lack of student motivation and engagement, as learners may perceive the activities as monotonous or disconnected from their real-life needs.
TBLT taps into learners’ intrinsic motivation by incorporating meaningful and authentic tasks and promotes a positive learning experience. Learners feel a sense of purpose and relevance as they engage in tasks that reflect real-life language use, leading to increased motivation and active participation in the learning process (TOPAL, 2022). It is important to note that various individual and contextual factors influence learner motivation. Learner characteristics, such as prior experiences, attitudes, and goals, can shape motivation levels. The instructional context, including the teacher’s role, classroom atmosphere, and available resources, can also impact learner motivation and engagement. TBLT has been found to enhance learner motivation and engagement compared to traditional teaching approaches. The authentic and meaningful tasks in TBLT provide learners with opportunities for communication, personal relevance, and autonomy, leading to increased motivation and active engagement in language learning. By understanding the motivational benefits of TBLT, teachers can create a supportive and stimulating learning environment that fosters learners’ intrinsic motivation and maximizes their language learning potential (Ruan, 2021).
4.3 Error Correction and Feedback
Error correction and feedback play a crucial role in language learning as they help learners improve their accuracy and fluency. When comparing Task-Based Language Teaching (TBLT) and traditional approaches, it becomes evident that these methods differ in their error correction and feedback approaches, which can significantly impact learners’ language development.
Traditional approaches often prioritize error correction and focus on accuracy. In these approaches, teachers interrupt learners during speaking activities to correct their errors immediately. The emphasis is on identifying and rectifying linguistic errors to achieve grammatical accuracy. While error correction in traditional approaches provides learners with immediate feedback, it can sometimes disrupt the flow of communication and hinder learners’ fluency and confidence (Nguyen, Nguyen, and Vo, 2023). In contrast, TBLT takes a more holistic approach to error correction and feedback. TBLT emphasizes the importance of meaning and fluency in communication, allowing learners to focus on conveying their ideas effectively rather than solely on grammatical accuracy. During TBLT activities, error correction is often delayed until the completion of the task or the end of a specific communication phase. This approach allows learners to communicate meaningfully without constant interruption, promoting fluency and confidence (Sarman, 2022).
Zhu (2022) conducted a study comparing the effects of error correction in TBLT and traditional approaches. The findings revealed that TBLT led to more self-initiated self-repair among learners, meaning that learners themselves recognized and corrected their errors during or after the task. On the other hand, traditional approaches relied more on teacher-initiated correction, where the teacher intervened and corrected learners’ errors immediately. This study suggests that TBLT encourages learners to take ownership of their language learning process and develop self-monitoring skills, which are valuable for long-term language development.
The delayed error correction approach in TBLT allows learners to reflect on their language use, self-assess their errors, and make necessary corrections independently. By allowing learners to notice and correct their errors, TBLT promotes learner autonomy and metalinguistic awareness. Learners become more engaged in monitoring their language output and developing a sense of responsibility for their accuracy and fluency (Alfieri, 2019). It is important to note that error correction and feedback in both TBLT and traditional approaches should be tailored to the individual needs of learners. While TBLT allows for a more flexible and learner-centered approach to error correction, it is still crucial for teachers to provide targeted feedback and guidance when necessary. This can be done through focused post-task feedback sessions, individual conferences, or peer feedback activities (Nasri, Shafiee, and Sepehri, 2021).
In conclusion, error correction and feedback approaches differ between TBLT and traditional teaching approaches. While traditional approaches often prioritize immediate error correction for grammatical accuracy, TBLT takes a more holistic approach, focusing on meaning and fluency. TBLT encourages learners to self-monitor, self-correct, and develop metalinguistic awareness, fostering learner autonomy and responsibility. By understanding the different approaches to error correction and feedback, teachers can balance promoting accuracy and fluency and providing meaningful guidance to support learners’ language development (Randall, 2019).
4.4 Role of the Teacher
The role of the teacher is critical when comparing Task-Based Language Teaching (TBLT) and traditional approaches. Traditional approaches typically cast the teacher as a knowledge provider and an authority figure who imparts information and directs the learning process. The teacher takes on the responsibility of delivering content, explaining grammar rules, and correcting errors in a more teacher-centered manner (Marcos Miguel, Osa-Melero, and Martínez, 2023). On the other hand, TBLT necessitates a shift in the teacher’s role to that of a facilitator and guide. In TBLT, the teacher is no longer the central source of knowledge but rather a facilitator who supports and guides learners in their language learning journey. The teacher’s role in TBLT extends beyond imparting information and focuses on creating a learner-centered environment that fosters communication, collaboration, and critical thinking.
In TBLT, the teacher has various responsibilities contributing to effective language learning. One of these responsibilities is task design. The teacher designs and selects meaningful, authentic, and relevant tasks to the learners’ needs and interests. These tasks provide learners with opportunities to engage in real-life communication and problem-solving, promoting the development of communicative competence (Abdullah, Hussin, and Ismail, 2019). Furthermore, the teacher’s role in TBLT involves providing support and feedback to learners. Instead of immediately correcting errors, the teacher offers guidance and assistance that helps learners identify and self-correct their errors. The teacher may also provide scaffolding, such as language models, offering clarification when needed, or facilitating peer collaboration, to support learners in successfully completing the tasks.
Vu (2023) conducted a study comparing the teacher’s role in TBLT and traditional approaches. The study emphasized the importance of teacher flexibility, adaptability, and scaffolding in TBLT. It highlighted the need for teachers to be responsive to learners’ individual needs, adjust instructional strategies as necessary, and provide timely feedback that promotes language development. The TBLT teacher is a facilitator who encourages learner autonomy and participation. This includes fostering a supportive and collaborative classroom environment where learners feel comfortable taking risks and engaging in authentic communication. The teacher encourages learners to take responsibility for learning, set goals, and reflect on their progress. The shift in the teacher’s role from a knowledge provider to a facilitator aligns with the principles of learner-centeredness and active engagement in TBLT. By assuming a facilitative role, the teacher promotes learner autonomy, critical thinking, and problem-solving skills, essential for language acquisition and lifelong learning.
4.5 Student-centeredness
The concept of student-centeredness is crucial when comparing Task-Based Language Teaching (TBLT) and traditional approaches. Traditional approaches typically adopt a teacher-centered model, where the teacher assumes the central role in delivering content, directing the learning process, and making decisions on behalf of the students. In contrast, TBLT strongly emphasizes student-centeredness, prioritizing learner autonomy, collaboration, and active participation. In traditional approaches, the teacher is often seen as the authority figure who possesses knowledge and controls the learning environment. The teacher takes on the role of transmitting information, explaining grammar rules, and directing classroom activities. Students are expected to receive information and follow instructions passively. This teacher-centered model may limit opportunities for students to take ownership of their learning and actively engage in the language learning process (Randall, 2019).
TBLT, however, promotes a student-centered approach that empowers learners and encourages active involvement. In TBLT classrooms, learners are encouraged to participate in their learning actively. They are given the autonomy to make decisions, set goals, and engage in meaningful communication tasks that reflect real-life language use. TBLT creates a supportive and collaborative environment that fosters learner agency, critical thinking, and problem-solving skills. Abdullah, Hussin, and Ismail (2019) conducted a study comparing student-centeredness in TBLT and traditional approaches. The study highlighted that TBLT increased learner involvement and decision-making, leading to a more learner-centered environment. Learners in TBLT classrooms have more opportunities to express their opinions, negotiate meaning, and collaborate with their peers. This student-centered approach in TBLT promotes learner motivation, engagement, and a sense of ownership over their language learning.
In TBLT, students take on active roles in the learning process. They participate in task design, select topics of interest, and engage in interactive activities that require negotiation of meaning and collaboration. By engaging in meaningful and authentic tasks, students develop their language skills and critical thinking, problem-solving, and communication skills (Vu, 2023). The student-centered nature of TBLT encourages learners to become independent, lifelong learners. They develop the ability to set goals, self-monitor their progress, and reflect on their learning experiences. TBLT empowers learners to take responsibility for their language development, fostering a sense of autonomy and self-directed learning (Beckett, Slater, and Mohan, 2019).
It is important to note that student-centeredness does not imply a complete absence of the teacher’s guidance or support in TBLT. The teacher still plays a crucial role in creating a supportive learning environment, providing scaffolding, offering feedback, and facilitating learners’ language development. However, the teacher’s role in TBLT shifts from being the sole authority figure to a facilitator who empowers and guides learners in their language learning journey (Knapp, 2021). In conclusion, student-centeredness is a distinguishing feature of TBLT compared to traditional approaches. TBLT promotes learner autonomy, collaboration, and active participation, creating a more learner-centered environment. By empowering learners to take ownership of their learning, TBLT enhances motivation, engagement, and the development of critical thinking and problem-solving skills. The student-centered nature of TBLT fosters lifelong learners equipped with the skills and confidence to navigate real-life language situations.
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