- 期刊
The Effectiveness of Incorporating Task-Based Language Teaching (TBLT) into a TOEIC Course on High School Students
融合任務型語言教學於多益課程對高中生的成效
摘要
This study investigates the effectiveness of task-based language teaching (TBLT) on the TOEIC listening and reading achievements of 10^(th) and 11th-grade students in Taiwan. While its principle of meaningful and communicative activities aligns with the skills required for TOEIC preparation, its role in test-oriented courses remains underexamined. Conventional teaching methodologies, such as the Grammar Translation Method (GTM) and Audiolingual Method (ALM), dominate Taiwan's English education, limiting student engagement and collaboration. To address this gap, the authors incorporated TBLT into a sixteen-week TOEIC course in which twelve students participated. Descriptive statistics, including mean, median, and standard deviation values, were provided to show a comparison of their pre-test and post-test scores and evaluate their improvements in listening and reading. Classroom observations assessed their participation. A post-course interview, implemented via Google Meet, measured their gains in listening and reading skill refinements, motivation, and engagement, indicating the feasibility of TBLT in test-oriented language courses. The findings revealed that students demonstrated a slight improvement in their listening scores, along with significant progress in their reading scores. Additionally, while most students suggested enhanced listening and reading proficiency levels, a few higher-level students contended that they saw little to no improvement. Finally, the majority of students exhibited strong motivation to strengthen their English skills, actively engaging in all class activities, with some introverted students facing challenges in adapting to task-based language learning but ultimately managing to overcome these hurdles.
並列摘要
本研究探討任務型語言教學法（TBLT）對台灣高中一年級和二年級學生的多益聽力與閱讀成績的影響。儘管TBLT強調有意義且具溝通性的活動，而相關課堂活動與多益考試準備所需的技巧相符，但該教學法在考試型導向課程中的效果尚未被充分研究。傳統的教學方法，如文法翻譯法（GTM）和聽說教學法（ALM），在台灣的英語教育中佔主導地位，限制了學生的課堂參與度及合作能力。為了解決這一問題，研究者將TBLT融入了為期十六週的多益課程中，共有十二名學生參與。研究透過描述性數據，包含平均數、中位數以及標準差，比較了學生的前測與後測成績，以評估其聽力和閱讀能力的提升情況。課堂觀察則用來評估學生的參與度。課程結束後，通過Google Meet進行訪談，了解學生在聽力與閱讀技巧提升、學習動機以及參與度方面的收穫，顯示TBLT在考試型導向的語言課程中具有可行性。研究結果顯示，學生的聽力成績有輕微提升，而閱讀成績則有顯著進步。此外，大多數學生認為自己的聽力和閱讀能力有所提升，但部分進階程度的學生則認為自己進步不大。最後，大多數學生表現出提升英語技巧的強烈動機，積極參與所有課堂活動，儘管部分性格內向的學生在適應任務型語言學習方面面臨挑戰，但最終仍克服了這些障礙。