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The Significance of EFL Learners’ Criteria Awareness of Task-Based Language Teaching

김언조
영상영어교육학회 (The Society For Teaching English Through Media)|2021.05|영상영어교육 (Journal of English Teaching through Movies and Media)|제22권 제2호|pp. 27-40

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키워드

task-based language teaching (TBLT)criteria awarenesstask-based language assessment (TBLA)presentation classspeech management
주제분류영어와문학

초록

The purpose of this study is to explore whether L2 learners improve their L2 speech presentations for English communication in TBLT, and whether their awareness of criteria influences their learning. It also seeks to determine the relationship between learners’ awareness and leaners’ performance test results. A questionnaire for learners’ awareness was developed to measure to what extent learners are aware of the criteria of Task-based Language Assessment (TBLA). The criteria provide an indication of what L2 learners need to develop: introduction, body, conclusion, performance, contents quality, language quality, practice, fluency, and grammar. Data were collected from 67 learners who enrolled in a speech presentation class and participated in the present study. The results showed statistically significant improvement in performance test of TBLT in the Experimental Group (EG) with higher criteria awareness. In addition, the correlation coefficient was significant between performance test results and higher results in the criteria awareness questionnaire. The overall results indicated that L2 learner’s intentional focus on criteria in TBLT had a strong influence initiating a type of criteria awareness and stimulating related types of awareness, ushering L2 learners toward more autonomous learning. However, further refinement of the criteria should be considered depending on the EFL context.

Abstract

The purpose of this study is to explore whether L2 learners improve their L2 speech presentations for English communication in TBLT, and whether their awareness of criteria influences their learning. It also seeks to determine the relationship between learners’ awareness and leaners’ performance test results. A questionnaire for learners’ awareness was developed to measure to what extent learners are aware of the criteria of Task-based Language Assessment (TBLA). The criteria provide an indication of what L2 learners need to develop: introduction, body, conclusion, performance, contents quality, language quality, practice, fluency, and grammar. Data were collected from 67 learners who enrolled in a speech presentation class and participated in the present study. The results showed statistically significant improvement in performance test of TBLT in the Experimental Group (EG) with higher criteria awareness. In addition, the correlation coefficient was significant between performance test results and higher results in the criteria awareness questionnaire. The overall results indicated that L2 learner’s intentional focus on criteria in TBLT had a strong influence initiating a type of criteria awareness and stimulating related types of awareness, ushering L2 learners toward more autonomous learning. However, further refinement of the criteria should be considered depending on the EFL context.

참고문헌 (51)

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