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The Effects of Task-based Language Teaching on Taiwanese High School Students' English Learning Achievement and English Learning Attitudes
Task-based language teaching
English learning achievement
English learning attitudes
|Issue Date:||2022-03-01 18:13:54 (UTC+8)|
The purpose of this study was to investigate the effects of task-based activities on high school students’ English learning achievement and their attitudes towards English learning. The 72 participants of this study were first-year high school students in the researcher’s two intact classes during the spring semester, 2021. They were divided into two groups. The two groups were similar regarding numbers, gender, prior experiences with formal English instruction, reading performance and English learning attitudes. The students in the experimental group received TBLT instruction, whereas the students in the control group received PPP instruction. Both groups received 100 minutes instruction per week. After a ten-week instruction, the post-test and the post-study English Learning Attitudes Questionnaire (ELAQ) were administered to both groups. The mean scores of the posttest and those of the post-study ELAQ were analyzed through independent samples t-tests.
The results showed that the students in the experimental group performed relatively better on the post-test than the students in the control group. The experimental group also demonstrated relatively more positive attitudes towards English learning than the control group.
It is hoped that the findings of this present study could provide English teachers with some practical suggestions on how to implement task-based activities to improve students’ English learning achievement.
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