The role of task-supported language teaching in EFL learner’s writing performance and grammar gains

Recent research in SLA advocates the use of task as a useful class activity claiming that task approximates language use in the context of classroom to the way language is used in the real world. Framed under a cognitive framework to task-based language teaching, this study was set out to investigat...

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Main Authors: Sadeghi, Karim, Fazelijou, Esmaeil
Format: Article
Language:English
Published: Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2012
Online Access:http://journalarticle.ukm.my/4068/1/12-Karim%2520Sadeghi%2520et%2520al.pdf
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spelling my-ukm.journal.40682016-12-14T06:35:30Z http://journalarticle.ukm.my/4068/ The role of task-supported language teaching in EFL learner’s writing performance and grammar gains Sadeghi, Karim Fazelijou, Esmaeil Recent research in SLA advocates the use of task as a useful class activity claiming that task approximates language use in the context of classroom to the way language is used in the real world. Framed under a cognitive framework to task-based language teaching, this study was set out to investigate whether task-based oriented activities bear any superiority to that of more traditional ones evident in PPP (Presentation-Practice-Production) model. Twenty eight female pre-intermediate participants studying English in one language school in Urmia, Iran, took part in the study. They participated in ten half-an-hour long sessions of instruction during which they were instructed four structural points: simple past, simple present, present continuous, and ‘There is/There are/How much/How many’ structures. PPP group received their treatment through conventional approach and task-based group, through task-oriented activities. The quantitative analysis performed on the post-test (consisting of a grammar recognition test and a writing activity) suggested that participants in the PPP group did significantly better in the grammar recognition section of the post-test. However, their counterparts in the task group gained better scores in the writing section of the test. Further findings and implications are discussed in the paper. Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2012 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/4068/1/12-Karim%2520Sadeghi%2520et%2520al.pdf Sadeghi, Karim and Fazelijou, Esmaeil (2012) The role of task-supported language teaching in EFL learner’s writing performance and grammar gains. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 18 (1). pp. 117-127. ISSN 0128-5157 http://www.ukm.my/ppbl/3L/3LHome.html
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description Recent research in SLA advocates the use of task as a useful class activity claiming that task approximates language use in the context of classroom to the way language is used in the real world. Framed under a cognitive framework to task-based language teaching, this study was set out to investigate whether task-based oriented activities bear any superiority to that of more traditional ones evident in PPP (Presentation-Practice-Production) model. Twenty eight female pre-intermediate participants studying English in one language school in Urmia, Iran, took part in the study. They participated in ten half-an-hour long sessions of instruction during which they were instructed four structural points: simple past, simple present, present continuous, and ‘There is/There are/How much/How many’ structures. PPP group received their treatment through conventional approach and task-based group, through task-oriented activities. The quantitative analysis performed on the post-test (consisting of a grammar recognition test and a writing activity) suggested that participants in the PPP group did significantly better in the grammar recognition section of the post-test. However, their counterparts in the task group gained better scores in the writing section of the test. Further findings and implications are discussed in the paper.
format Article
author Sadeghi, Karim
Fazelijou, Esmaeil
spellingShingle Sadeghi, Karim
Fazelijou, Esmaeil
The role of task-supported language teaching in EFL learner’s writing performance and grammar gains
author_facet Sadeghi, Karim
Fazelijou, Esmaeil
author_sort Sadeghi, Karim
title The role of task-supported language teaching in EFL learner’s writing performance and grammar gains
title_short The role of task-supported language teaching in EFL learner’s writing performance and grammar gains
title_full The role of task-supported language teaching in EFL learner’s writing performance and grammar gains
title_fullStr The role of task-supported language teaching in EFL learner’s writing performance and grammar gains
title_full_unstemmed The role of task-supported language teaching in EFL learner’s writing performance and grammar gains
title_sort role of task-supported language teaching in efl learner’s writing performance and grammar gains
publisher Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
publishDate 2012
url http://journalarticle.ukm.my/4068/1/12-Karim%2520Sadeghi%2520et%2520al.pdf
http://journalarticle.ukm.my/4068/
http://www.ukm.my/ppbl/3L/3LHome.html
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score 13.209306