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Implementing Task-Based Language Teaching to Promote English Speaking Performance of Sixth Graders in an Elementary School in Miaoli County: An Action Research Approach
|Issue Date:||2020-02-05 18:25:05 (UTC+8)|
This action research aims to gauge what types of task design promoted the low-achieving learners’ speaking performance in the aspect of speaking fluency and accuracy, and their task perceptions after seventeen weeks implementation of Task-Based Language Teaching during the two action research cycles. Besides, it also explores the problems occurred during the tasks and how the teacher researcher modified the task design to solve the problems. Data were collected from the audio and video recording of teaching, classroom observation fieldnotes, teaching logs, student interviews, and student reflection sheets.
The important findings are listed as follow. First, the task design of the TBLT courses could promote the speaking fluency and accuracy of the low-achieving learners. Second, the low-achieving learners developed positive perceptions towards the task design of the TBLT courses, because the task design could provide an authentic learning context, and integrate different activities with sufficient practices to learners.
In the end, the process of the task design and implementation helped the teacher researcher to reflect on teaching and promote professional growth. Also, pedagogical implications and future suggestions for in-service teachers are presented as well.
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