Exploring Reflections on Learning Grammar through Task-Based Activity among Undergraduates
Abstract
Task-based activities in L2 classroom settings such as preparing multimedia presentation materials and cooperative presentations can significantly improve L2 learners’ language acquisition, in terms of encouraging self-directed learning, improving students’ confidence and interest in learning, as well as promoting peer interactions. Nevertheless, this kind of language learning activity can be difficult, even for advanced L2 students due to challenges like problems working in a team, presentation anxiety, and cognitive load. Within this context, the present study aimed to explore the perception of L2 learners when learning English grammar through task-based activity. This qualitative study is derived from a conceptual framework from Willis (1996), which comprises three stages of task-based learning (TBL). The sample of this study consists of forty-one English language undergraduates who are studying a communicative English language course in a Malaysian public university. The data was derived through a survey questionnaire based on open-ended questions. The findings revealed both positive and negative reflections on the TBL, even though they are considered advanced users of the L2 language. The findings are comparable to past studies of different contexts. From these findings, it is suggested that future research should explore participants' perspectives on the potential effectiveness of implementing TBL in pairs.
Downloads
References
Akkakoson, S. (2016). Speaking anxiety in English conversation classrooms among Thai students. Malaysian Journal of Learning and Instruction, 13(1), 63-82. DOI: https://doi.org/10.32890/mjli2016.13.1.4
Albelihi, H. H. M. (2022). Lexical and cohesive links in EFL learners’ writing: Exploring the use of task-based language teaching. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.996171 DOI: https://doi.org/10.3389/feduc.2022.996171
Ali, S., & Ahmed, M. (2022). Task-based learning and its effect on speaking skills: A case study of EFL learners in Saudi Arabia. Journal of Language Teaching and Research, 13(2), 215-223. https://doi.org/10.17507/jltr.1302.04 DOI: https://doi.org/10.17507/jltr.1302.04
Alobaid, A. (2020). Smart multimedia learning of ICT: role and impact on language learners’ writing fluency— YouTube online English learning resources as an example. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-020-00134-7 DOI: https://doi.org/10.1186/s40561-020-00134-7
BavaHarji, M., Gheitanchian, M., & Letchumanan, K. (2014). The effects of Multimedia Task-Based Language Teaching on EFL learners’ oral L2 production. English Language Teaching, 7(4). https://doi.org/10.5539/elt.v7n4p11 DOI: https://doi.org/10.5539/elt.v7n4p11
Belda-Medina, J. (2021). Enhancing Multimodal Interaction and Communicative Competence through Task-Based Language Teaching (TBLT) in Synchronous Computer-Mediated Communication (SCMC). Education Sciences, 11(11), 723. https://doi.org/10.3390/educsci11110723 DOI: https://doi.org/10.3390/educsci11110723
Bryfonski, L., & McKay, T. H. (2017). TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 23(5), 603–632. https://doi.org/10.1177/1362168817744389 DOI: https://doi.org/10.1177/1362168817744389
Butarbutar, R. (2021). Learner’s perception of task difficulties in technology-mediated task-based language teaching. Englisia Journal of Language Education and Humanities, 9(1), 129. https://doi.org/10.22373/ej.v9i1.10079 DOI: https://doi.org/10.22373/ej.v9i1.10079
Cabrera, S., & Quesada, G. L. (2023). The English Language learning Process Task-Based Language at the secondary level. International Journal of Multidisciplinary Research and Analysis, 06(03). https://doi.org/10.47191/ijmra/v6-i3-22 DOI: https://doi.org/10.47191/ijmra/v6-i3-22
Chang, B. (2019). Reflection in learning. Online Learning, 23(1). https://doi.org/10.24059/olj.v23i1.1447 DOI: https://doi.org/10.24059/olj.v23i1.1447
Chen, X., Wang, C., & Kim, D. (2019). Self?Regulated Learning Strategy Profiles among English as a Foreign Language learners. TESOL Quarterly, 54(1), 234–251. https://doi.org/10.1002/tesq.540 DOI: https://doi.org/10.1002/tesq.540
Chitra, N. (2022). Task-Based Language Teaching to Foster Communication Skills. In Contemporary ELT Strategies in Engineering Pedagogy (pp. 61-79). Routledge India. DOI: https://doi.org/10.4324/9781003268529-6
Chowdhury, M. M. H. (2023). Grammar phobia as a hindrance to the fluency in oral communication of Bangladeshi tertiary level students: A study. EnJourMe (English Journal of Merdeka), 7(2), 204–216. https://doi.org/10.26905/enjourme.v7i2.8767 DOI: https://doi.org/10.26905/enjourme.v7i2.8767
Collins, L., & Ruivivar, J. (2021). Research agenda: Researching grammar teaching and learning in the second language classroom. Language Teaching, 54(3), 407–423. https://doi.org/10.1017/s0261444821000070 DOI: https://doi.org/10.1017/S0261444821000070
De Jesus Ferreira Nobre, A. M. (2018). Multimedia technologies and online task-based foreign language teaching-learning. Tuning Journal for Higher Education, 5(2), 75–97. https://doi.org/10.18543/tjhe-5(2)-2018pp75-97 DOI: https://doi.org/10.18543/tjhe-5(2)-2018pp75-97
Fridayanti, K. S., Myartawan, I. P. N. W., & Pratiwi, N. P. A. (2023). Developing TBLT-Based Digital Storybook for 9th-Grade Students at SMP Negeri 4 Singaraja. ACITYA Journal of Teaching & Education, 5(2), 319–341. https://doi.org/10.30650/ajte.v5i2.3712 DOI: https://doi.org/10.30650/ajte.v5i2.3712
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
Ellis, R. (2018). Towards a modular language curriculum for using tasks. Language Teaching Research, 23(4), 454–475. https://doi.org/10.1177/1362168818765315 DOI: https://doi.org/10.1177/1362168818765315
Eslit, E. R. (2023). Unlocking Cognitive Potential: Exploring the transformative power of Task-Based instruction in tertiary language education. International Journal of Education and Teaching, 3(1), 16–27. https://doi.org/10.51483/ijedt.3.1.2023.16-27 DOI: https://doi.org/10.51483/IJEDT.3.1.2023.16-27
Fatt, J. P. T. (1991). Achieving communicative competence: the role of higher education. Higher Education, 22(1), 43–62. https://doi.org/10.1007/bf02351199 DOI: https://doi.org/10.1007/BF02351199
Fang, F. (2010). A discussion on developing students’ communicative competence in college English teaching in China. Journal of Language Teaching and Research, 1(2). https://doi.org/10.4304/jltr.1.2.111-116 DOI: https://doi.org/10.4304/jltr.1.2.111-116
Giampieri, P. (2018). Spoken language features (and anomalies) in films for ESL classes. Language Learning in Higher Education, 8(2), 399 425. https://doi.org/10.1515/cercles-2018-0022 DOI: https://doi.org/10.1515/cercles-2018-0022
Giray, L., Alcala, M. A., Edem, J., & Sabacajan, T. M. (2022). English Language Anxiety among College Students. International Journal of Qualitative Research, 2(1), 65–76. https://doi.org/10.47540/ijqr.v2i1.569 DOI: https://doi.org/10.47540/ijqr.v2i1.569
Ha, T. Y. N., Pham, H. H., & Tran, T. N. (2023). Impacts of Task-Based activities on learners’ grammatical acquisition and Motivation at Dong Nai Technology University. International Journal of Asian Education, 4(2), 74–87. https://doi.org/10.46966/ijae.v4i2.335
Ha, T. Y. N., Pham, H. H., & Tran, T. N. (2023). Impacts of Task-Based activities on learners’ grammatical acquisition and Motivation at Dong Nai Technology University. International Journal of Asian Education, 4(2), 74–87. https://doi.org/10.46966/ijae.v4i2.335 DOI: https://doi.org/10.46966/ijae.v4i2.335
Handabura, O. (2020). Task-based Learning at Teaching Grammar for Pre-Service English Teachers. Pedagogy of the Formation of a Creative Person in Higher and Secondary Schools, 1(73), 211–214. https://doi.org/10.32840/1992-5786.2020.73-1.40 DOI: https://doi.org/10.32840/1992-5786.2020.73-1.40
Harji, M. B., & Gheitanchian, M. (2017). Effects of Multimedia Task-Based Teaching and Learning Approach on EFL learners’ accuracy, fluency and complexity of oral production. The Turkish Online Journal of Educational Technology, 16(2), 25–34. http://files.eric.ed.gov/fulltext/EJ1137784.pdf
Hima, A. N., Saputro, T. H., & Farah, R. R. (2021). Benefits and challenges of doing the task-based language teaching in Indonesia: Teachers’ perception. KEMBARA Journal of Scientific Language Literature and Teaching, 7(1). https://doi.org/10.22219/kembara.v7i1.15805 DOI: https://doi.org/10.22219/kembara.v7i1.15805
Hoch, E., Scheiter, K., & Schüler, A. (2019). Implementation Intentions for Improving Self-Regulation in Multimedia Learning: Why don’t they work? The Journal of Experimental Education, 88(4), 536–558. https://doi.org/10.1080/00220973.2019.1628693 DOI: https://doi.org/10.1080/00220973.2019.1628693
Huang, Y., & Gandhioke, S. (2021). A Study Focusing on Applying Task-Based Language Teaching (TBLT) Methods into English Vocabulary Teaching for EFL Learners. International Journal of Higher Education Management, 08(01). https://doi.org/10.24052/ijhem/v08n01/art-6 DOI: https://doi.org/10.24052/IJHEM/V08N01/ART-6
Hwang, H. (2023). Is evidence?based L2 pedagogy achievable? The research–practice dialogue in grammar instruction. Modern Language Journal, 107(3), 734–755. https://doi.org/10.1111/modl.12864 DOI: https://doi.org/10.1111/modl.12864
Iveson, J. (2019). Task-based language teaching frameworks in technology-enhanced learning contexts. https://doi.org/10.17635/lancaster/thesis/828
Ji, Y., & Pham, T. (2018). Implementing task-based language teaching (TBLT) to teach grammar in English classes in China: using design-based research to explore challenges and strategies. Innovation in Language Learning and Teaching, 14(2), 164–177. https://doi.org/10.1080/17501229.2018.1545021 DOI: https://doi.org/10.1080/17501229.2018.1545021
Klapper, J., & Rees, J. (2003). Reviewing the case for explicit grammar instruction in the university foreign language learning context. Language Teaching Research, 7(3), 285–314. https://doi.org/10.1191/1362168803lr128oa DOI: https://doi.org/10.1191/1362168803LR128OA
Kurbanova, G. (2023). Key Challenges in Task-Based Language Learning and Teaching. Renaissance in the Paradigm of Innovation in Education and Technology in the XXI Century, 1(1), 397–400. https://doi.org/10.47689/XXIA-TTIPR-vol1-iss1-pp397-400 DOI: https://doi.org/10.47689/XXIA-TTIPR-vol1-iss1-pp397-400
Lam, H.T.L., Nguyen, S.V., Nguyen, H.A.T. (2021). University Lecturers’ Task-Based Language Teaching Beliefs and Practices. Education Sciences, 11,748. https://doi.org/10.3390/educsci11110748 DOI: https://doi.org/10.3390/educsci11110748
Lam, K.N (2023). The Effect of Task-Based Language Teaching on Grammar of EFL Adolescent Learners. International Journal of Science and Management Studies (IJSMS) Vol. 6, Issue:4, 216-255. https://doi.org/10.47191/ijmra/v6-i3-22
Le, T. N. H. (2023). A case study on using presentation software in teaching and learning grammar for English-majored undergraduates. International Journal of TESOL & Education, 3(3), 17–38. https://doi.org/10.54855/ijte.23332 DOI: https://doi.org/10.54855/ijte.23332
Lee, I. (2024). A study on the effects of a group cooperative presentation class on English grammar learning for university students. Humanities Research, 67, 565–588. https://doi.org/10.52743/hr.67.20 DOI: https://doi.org/10.52743/HR.67.20
Lee, Y. (2022b). Implementing task-based language teaching to teach grammar in a Korean college context. The Journal of Linguistics Science, 101, 67–84. https://doi.org/10.21296/jls.2022.6.101.67 DOI: https://doi.org/10.21296/jls.2022.6.101.67
Long, M. (2014). Second language acquisition and task-based language teaching. John Wiley & Sons.
Long, M. H., & Crookes, G. (1992). Three approaches to Task-Based Syllabus design. TESOL Quarterly, 26(1), 27. https://doi.org/10.2307/3587368 DOI: https://doi.org/10.2307/3587368
?ammadov, N. S. O., Sokolova, S., & Kholiavko, N. (2019). Development of students’ foreign language communicative competence in the context of internalization and informatization of higher education. Advanced Education, 6(11), 22–29. https://doi.org/10.20535/2410-8286.155501 DOI: https://doi.org/10.20535/2410-8286.155501
Marlina, N., Dewi, N. S. N., & Supriyono, Y. (2020). Self-directed learning in spoken grammar activities using poster presentation. JEES (Journal of English Educators Society), 5(2), 171–176. https://doi.org/10.21070/jees.v5i2.955 DOI: https://doi.org/10.21070/jees.v5i2.955
Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/s15326985ep3801_6 DOI: https://doi.org/10.1207/S15326985EP3801_6
Moore, P. J. (2022). Task-Based Language Teaching (TBLT) in Japanese EFL Contexts. In International Handbook on education development in Asia-Pacific (pp. 1-15). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-16-2327-1_151-1 DOI: https://doi.org/10.1007/978-981-16-2327-1_151-1
Nghia, V. N. D., & Quang, N. N. (2021). Task-Based language teaching to enhance learner communicative competence in Vietnam: a matter of opinion? International Journal of Linguistics Literature & Translation, 3(8), 151–159. https://doi.org/10.32996/ijllt.2021.4.8.22 DOI: https://doi.org/10.32996/ijllt.2021.4.8.22
Nhan, L. K. (2023). The Effect of Task-Based Language Teaching on Grammar of EFL Adolescent Learners. International Journal of Science and Management Studies (IJSMS), 216–225. https://doi.org/10.51386/25815946/ijsms-v6i4p124 DOI: https://doi.org/10.51386/25815946/ijsms-v6i4p124
Nhem, D. (2020). Using Task-Based Language Teaching in English writing classrooms: Students’ perception of motivation, writing behavior, and challenges. Journal of Foreign Language Teaching and Translation Studies, 5(3), 45-62. 10.22034/efl.2020.246165.1054
Phuong, T. H. C. (2018). Task-based language teaching: Affordances and challenges in TBLT implementation at the Vietnamese tertiary level. Journal of Asia TEFL, 15(2), 510. http://dx.doi.org/10.18823/asiatefl.2018.15.2.19.510 DOI: https://doi.org/10.18823/asiatefl.2018.15.2.19.510
Prabhu, N.S. (1987). Second Language Pedagogy. Oxford. OUP. Oxford English Dictionary (2005). Oxford. OUP
Pradnyawati, K. R., Myartawan, I. P. N. W., & Pratiwi, N. P. A. (2023). Need analysis in developing TBLT-Based digital Storybook for 7th-grade students. Jurnal Pendidikan Bahasa Inggris Undiksha, 11(2), 196–204. https://doi.org/10.23887/jpbi.v11i1.61192 DOI: https://doi.org/10.23887/jpbi.v11i1.61192
Purnomo, R., Giyoto, G., Rahmawan, G. A., & Mahsunah, E. (2023). Fostering Collaborative Learning through Presentation, Practice, and Production: Innovative Techniques for Teaching Grammar. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(11), 9381–9385. https://doi.org/10.54371/jiip.v6i11.3259 DOI: https://doi.org/10.54371/jiip.v6i11.3259
Rankin, T., & Wagner, T. (2024). “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers. IRAL – International Review of Applied Linguistics in Language Teaching, 0(0). https://doi.org/10.1515/iral-2023-0229 DOI: https://doi.org/10.1515/iral-2023-0229
Refat, N., Rahman, M. A., Asyhari, A. T., Kurniawan, I. F., Bhuiyan, M. Z. A., & Kassim, H. (2019). Interactive Learning Experience-Driven Smart Communications Networks for cognitive load management in a grammar learning context. IEEE Access, 7, 64545–64557. https://doi.org/10.1109/access.2019.2915174 DOI: https://doi.org/10.1109/ACCESS.2019.2915174
Ridwan, N. I., Sumarta, N. S., Baekani, N. a. K. A., & Firmansyah, N. D. (2023). Penerapan Task-Based Language Teaching (TBLT) dalam pembelajaran Grammar (Tata Bahasa) bagi Guru-Guru di wilayah Desa Kedung Jeruk. KREATIF Jurnal Pengabdian Masyarakat Nusantara, 3(4), 182–192. https://doi.org/10.55606/kreatif.v3i4.2384 DOI: https://doi.org/10.55606/kreatif.v3i4.2384
Roslim, N., Azizul, A. F., Nimehchisalem, V., & Tew Abdullah, M. H. (2021). Exploring Movies for Language Teaching and Learning at the Tertiary Level. Asian Journal of University Education, 17(3), 271-280. DOI: https://doi.org/10.24191/ajue.v17i3.14520
Shen, D., & Chang, C. (2023). Implementation of the flipped classroom approach for promoting college students’ deeper learning. Educational Technology Research and Development, 71(3), 1323–1347. https://doi.org/10.1007/s11423-023-10186-4 DOI: https://doi.org/10.1007/s11423-023-10186-4
Sholeh, M. B., Salija, K., & Nur, S. (2021). Task-based Learning in English As A Foreign Language (EFL) Classroom: What, How and Why? Getsempena English Education Journal, 8(1), 134–146. https://doi.org/10.46244/geej.v8i1.1295 DOI: https://doi.org/10.46244/geej.v8i1.1295
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press. DOI: https://doi.org/10.1177/003368829802900209
Soali, M., Ashadi, A., & Hepriansyah, A. (2023). The implementation of Task-Based language teaching to develop students’ grammar accuracy. Devotion Journal of Research and Community Service, 4(4), 960–997. https://doi.org/10.36418/devotion.v4i4.456 DOI: https://doi.org/10.36418/devotion.v4i4.456
Willis, J (1996). A Framework for Task-based Learning. London: Longman
Willis, J. (2021). A framework for task-based learning. Intrinsic Books Ltd.
Xu, Z., & Fang, Y. (2022). The impact of task-based language teaching on EFL learners' grammatical accuracy: A quasi-experimental study. Asian EFL Journal, 24(3), 87-103. https://doi.org/10.55510/aefl.2022.0032
Yan, J., & Goh, H. H. (2023). Exploring the cognitive processes in teacher candidates’ collaborative task-based lesson planning. Teaching and Teacher Education, 136, 104365. https://doi.org/10.1016/j.tate.2023.104365 DOI: https://doi.org/10.1016/j.tate.2023.104365
Zhang, Y. (2019). Challenging common accepted barriers to implementing task-based language teaching in EFL classrooms in China. Journal of Social Sciences Studies. https://doi.org/10.35532/jsss.v1.028 DOI: https://doi.org/10.35532/JSSS.V1.028
Copyright (c) 2024 Nurul Atiqah Abd Hamid, Nurhafizah Anis Muhamad Yew, Kuldip Kaur Maktiar Singh, Fazillah Sulaiman, Farah Zahidah binti Mohd Noor, Farah Fatinah Enche Shaari
This work is licensed under a Creative Commons Attribution 4.0 International License.
Author (s) should affirm that the material has not been published previously. It has not been submitted and it is not under consideration by any other journal. At the same time author (s) need to execute a publication permission agreement to assume the responsibility of the submitted content and any omissions and errors therein. After submission of revised paper in the light of suggestions of the reviewers, the editorial team edits and formats manuscripts to bring uniformity and standardization in published material.
This work will be licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) and under condition of the license, users are free to read, copy, remix, transform, redistribute, download, print, search or link to the full texts of articles and even build upon their work as long as they credit the author for the original work. Moreover, as per journal policy author (s) hold and retain copyrights without any restrictions.
