Xinran Wang

doi:10.70711/wef.v2i5.5054

Undergraduates Perceptions of Task-based Teaching Activities in a Publich University in China--a Qualitative Research

Xinran Wang

Abstract

This research explores how task-oriented speaking exercises impact non-English major students, particularly in an EFL teaching
context. The research conducted at a public university in northern China during the second semester of the 2023-2024 academic year, the
study involved fifty-eight students enrolled in the second level of General College English. The findings of this research revealed by a questionnaire which used to gather insights into the experimental groups perceptions of task-based speaking activities. The findings revealed that
students in the experimental group strongly agreed on the advantages of participating in speaking task activities.

Keywords

Full Text:

PDF

Included Database

References

[1] Awang, Z. B. & Pendidikan, H. S. B. M. S. F. (2011). Perception of Electrical Engineering UTM students on task-based speaking activities in fostering students communication in English. Universiti Teknologi Malaysia.

[2] Brown, H. D. (2001). Teaching by principle: An interactive approach to Language pedagogy: Second edition. USA: Pearson Education,

Inc

[3] Erten, I. H. & Altay, M. (2009). The effects of task-based group activities on students collaborative behaviours in EFL speaking classes.

Journal of Theory and Practice in Education, 5(1), 33-52.

[4] Gardner, R. C., Lalonde, R. N. & Moorcroft, R. (1985). The role of attitudes and motivation in second language learning: Correlational

and experimental considerations. A Journal of Research in Language Studies: Language learning, 35(2).

[5] Ghodrati, M., Ashraf, H. & Motallebzadeh, K. (2014). Improvement of Iranian EFL learners autonomy through task-based speaking

activities. International Journal of Multidisciplinary and Current Research, 2.

[6] Humanez, L. E. & Arias, N. (2009). Enhancing oral interaction in English as a foreign

[7] Le, V. T. and Huynh, H. A. (2019). Task-based language teaching: Task-based speaking activities used in EFL classrooms at tertiary

level. International Journal on Studies in English Language and Literature, 7(5), 1-12.

[8] Nunan, D. (2004). Task-based language teaching. Cambridge University Press.

[9] Pham, V. P. H., & Nguyen, H. L. (2014). The impacts of task-based speaking activities on English-majored freshmens oral performance

at Ba Ria-Vung Tau teacher training college. Journal of Science Ho Chi Minh City Open University, 3(11), 71-82.

[10] Prabhu, N. S. (1987). Second language pedagogy: A perspective. Oxford University Press.

[11] Rahman, M. M. (2010). Teaching oral communication skills: A task-based approach. English for Specific Purposes World.

[12] Richards, J., Platt, J. & Weber, H. (1986). Longman Dictionary of Applied Linguistics. Longman.

[13] Sar?oban, A., & Karakurt, L. (2016). The use of task-based activities to improve listening and speaking skills in EFL context. Sino-US

English Teaching, 13(6), 445-459.

[14] Willis, J. (1996). A framework for task-based learning. Addison Wesley Longman. Carolina.

[15] Zyoud, M. M. (2016). Theoretical perspective on how to develop speaking skill among university students. Pun Research Scholar: An

International Multidisciplinary Journal, 2(1).

DOI: http://dx.doi.org/10.70711/wef.v2i5.5054

Refbacks

There are currently no refbacks.