The Use of Task-Based Instruction for Teaching EFL to Vocational High School Students

• Main Authors: Hsun-Chi, Chuang, 莊訓齊
• Other Authors: Yueh-miao, Chen
• Format: Others
• Language: en_US
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/23030129688032119438

碩士 === 國立中正大學 === 英語教學研究所 === 101 === The purpose of the study is to investigate the influence of task-based instruction (TBI) in a private vocational high school in terms of students’ developments in language proficiency, affective domains and social skills. A total of 90 vocational high school students in the department of Food and Beverage Management, and the department of Tourism participated in the study for ten weeks. The researcher of the study also served as the teacher of TBI during the study. One class received the TBI and the other one received the traditional teacher-led instruction. Eight tasks were designed in order to facilitate participants’ four language skills and other domains in the present study. The data of the study were collected through questionnaire surveys, interviews, classroom observations, and pre- and post-tests. Both qualitative and quantitative analyses were employed to increase the reliability and validity of the study. The qualitative data were analyzed by the method of content analysis while the quantitative data were presented with the descriptive statistics analysis. Results of the analysis indicated that the participants in both groups had better performance on the post-test after the study. TBI was not proved to be an effective teaching method compared to traditional teacher-led instruction. However, through interviews and questionnaires, participants in the TBI group showed more positive attitude in terms of the developments of social skills and affective domains. Students’ learning motivation and iii confidence were increased, and the students also realized the importance of team work. Therefore, the study concluded that TBI benefitted EFL students. It is suggested that TBI implemented from time to time in order to enhance students’ developments in language proficiency, affective domains and social skills.