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KEY CHALLENGES IN TASK-BASED LANGUAGE LEARNING AND
TEACHING
Kurbanova G.
Nukus, Uzbekistan
I.Yuzupov school, President school
+99899 818 83 03
Task-based learning (TBL) encourages language learners to complete meaningful
interactive tasks which, in turn, encourages communication between learners and
between the learner and the teacher (Wills and Willis, 2007).
TBL requires learners to use the target language with a specific objective in mind,
for example writing a letter, planning a trip to a specific destination or designing a project
in a team-based situation (Wills and Willis, 2007).
The communication that TBL encourages enables discussions of the target
language and the ways in which the language should be used which encourages deeper
learning and the acquisition of a larger vocabulary (Wills and Willis, 2007).
Task-based teaching presents various challenges for teachers in terms of how to
develop the tasks that are specified in a task-based syllabus into specific lessons (Skehan,
2018) and how to encourage participation of all learners in TBL and task-based lessons
(Ellis, 2020).
The rationale for this choice of topic is that whilst TBL is highly effective method
for language learning because it encourages the learner to acquire/use the target language
as a tool and not simply as a goal (Dorathy, 2018), TBL presents key challenges for both
teachers and learners.
The aim of the essay is to highlight the main challenges and possible ways of
overcoming these challenges so that the multiple benefits of this learning approach can be
harnessed.
Introduction –introduction to TBL
Challenges in TBL – an outline of the main challenges in TBL
The exploration of the specific challenges for task-based learning will be divided
into these sub-sections:
Constructing lessons around TBL – this sub-section will explore the difficulties,
for teachers, of creating lessons based around TBL in terms of creating realistic tasks that
ensure that all learners achieve the learning goals for the class (Ellis, 2005) so that the
strategic planning goals can be met (Tavakoli and Skehan, 2005).
Participation of all learners in TBL activities – not all learners participate equally
in classes utilising TBL (Sofiana and Mubarok, 2018) which is problematic because as
Viriya (2018) suggests, this could affect the ability of non-participative learners to use
the language in the correct way. As Sulaiha and Lee (2009) note, if students do not
participate, for whatever reason, then this will negatively affect their learning process.
This will be explored in reference to the model of speech production proposed by Levelt
(1989).
Learner motivation when using TBL – not all learners enjoy the task-based
approach which impacts their motivation for language learning which, in turn, impacts
their advances in language learning (Namazian-Dost, 2017).
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Meeting learning targets when using TBL – whilst the specific task can, in theory,
be designed to meet learning targets, in practice TBL does not always occur according to
the learning plan (Faez and Tavakoli, 2018). This means that it can be difficult to ensure
that all learners meet the specific learning targets included in the lesson plan (Ellis, 2003;
p. 188).
Overcoming the challenges of TBL – how the identified challenges can be
overcome to increase the effectiveness of TBL for all learners.
Task-based learning (TBL) encourages language learners to complete meaningful
interactive tasks which, in turn, encourages communication between learners and
between the learner and the teacher (Wills and Willis, 2007). TBL requires learners to
use the target language with a specific objective in mind, for example writing a letter,
planning a trip to a specific destination or designing a project in a team-based situation
(Wills and Willis, 2007).
The communication that TBL encourages enables discussions of the target
language and the ways in which the language should be used which encourages deeper
learning and the acquisition of a larger vocabulary (Wills and Willis, 2007). Task-based
teaching presents various challenges for teachers in terms of how to develop the tasks
that are specified in a task-based syllabus into specific lessons (Skehan, 2018) and how to
encourage participation of all learners in TBL and task-based lessons (Ellis, 2020).
The rationale for this choice of topic is that whilst TBL is highly effective method
for language learning because it encourages the learner to acquire/use the target language
as a tool and not simply as a goal (Dorathy, 2018), TBL presents key challenges for both
teachers and learners. The aim of the essay is to highlight the main challenges and
possible ways of overcoming these challenges so that the multiple benefits of this
learning approach can be harnessed.
Concept of TBL and effect on Learners Performance
“Learning a second or foreign language may be facilitated using a teaching
strategy known as Task-based learning (Ellis et al., 2019). Tasks assigned in class are
oriented at fostering language acquisition and development (Tan, 2021). Within the
context of the TBL curriculum, a focus on grammatical and lexical norm is reduced in
preference of a strategy that is more realistically practical and interactive (Rachayon &
Soontornwipast, 2019)”.
The ability to communicate effectively is essential for learning a new language.
This feedback loop allows learners to revise their dialogue in consultation with their
language partners, resulting in clear and understandable information (Masuram &
Sripada, 2020). By negotiating, students are more likely to be conscious of the formal
aspects of the target language. This can be done by emphasizing the shape of the
language, which students may not always be aware of (González-Lloret, 2019). In order
to acquire a second language, it is necessary for students to concentrate on the forms of
the target language. In consideration of this, it may be deduced that value consistency and
input modification are both significant (Fang, et al., 2021).
According to this point of view, tasks provide students with a beneficial
opportunity to analyze the significance of the material, make modifications to the
content, and focus on the formal aspects of the language they are attempting to acquire
(Bhandari, 2020).
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Learner outcomes are regarded as being of the utmost significance in the process
of education because they assist learners in transitioning from an understanding of the
semantics of the target language to an understanding of how to interpret it, in addition
they assist students in testing hypotheses regarding the target language. For these reasons,
learner outcomes are considered to be of the utmost significance (Nassaji, 2020).
Students are able to identify the gap between what they intend to express in their second
language and what they are really capable of communicating due to this technique. This
allows students to develop on the “linguistic abilities they already possess, enabling them
to overcome the gap” (Chong & Reinders, 2020). In other words, production provides
students with a unique opportunity to actively apply their cognitive resources. Student
output is not only an indication of acquired data but also of learning on the job. Research
has revealed that assignments offer competent opportunities for students for modifying
their production to make it more comprehensible (Namaziandost, Nasri & Esfahani,
2019).
“Fluency, accuracy, and criticality are considered to be the three most important
aspects of learning a second language. The ability of a student to speak a language clearly
and correctly is referred to as fluency, while accuracy refers to the learner’s capacity to
use the language in the manner in which it should be used in accordance with the
expectations of the culture. The term «criticality» relates to the extent to which a student
is able to make use of increasingly complicated linguistic structures and patterns” (Ali,
2019). Learners may enhance their fluency, accuracy, and complexity by engaging in
task-based learning activities. For instance, if a teacher wants to boost the students’
fluency, they may have had them participate in a task that focuses on the meaning of the
words (Liu, Mishan & Chambers, 2021); If the purpose is to raise the degree of or the
amount of reliability of a task, the teacher may give the students with extra activities that
are task-based in order to accomplish this objective.
According to Vygotsky, the main source of cognitive and mental activity for
students is the external activity they participate in. When students are actively engaged in
this activity, their cognitive processes are activated. This can occur at a psychological
level, including cognitive and language development (Motlhaka, 2020). The belief that
what is born on the interpsychic level would eventually show itself in the whole person
drives the growth of language from the interpsychic to the intracardiac level. This is
accomplished by converting mental activity from external to internal, which is then
followed by a process of self - reflection and estimation (Lukas & Yunus, 2021). This
indicates that for second language learning, students build knowledge together
cooperatively as a mutual activity.
This engages students’ interest in cognitive procedures related to second language
learning, which in turn promotes learning, as Ellis (2000) explains: « First, learners work
with a partner to perform a new activity. After they have learned the skill, they are able to
do it on their own» (p. 209), a process that helps people learn new skills or techniques are
called scaffolding. Collaborative activities that involve knowledge sharing are an
effective way for students to learn a second language. Previous research has shown that
working together on atasks helps students learn more effectively, and collaborative
activities can help students overcome any language difficulties that may be beyond their
own ability.
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Challenges in TBL
The exploration of the specific challenges for task-based learning will be divided
into these sub-sections:
Conclusion
There are multiple challenges in task-based language learning and teaching
including lesson construction, equal student participation, learner’s motivation and
meeting learning targets, amongst language learners, all of which can be overcome using
different techniques and approaches, to ensure that TBL is effective for all students.
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