Students’ Speaking Motivation and their Perspectives on a Task-

based
Language Classroom: Pedagogical Implications
Ulla, M. B. (2020)
[Link]
Purpose
- The study aims to provide more literature on Thai students' views on
the use of various language tasks in the classroom and their
motivation to engage with these tasks in an EFL setting
- Research questions:
1. How do Thai students assess their motivation levels when learning English
in a task-based EFL classroom?
2. What are Thai students' perceptions of a task-based language EFL
classroom?
Method
- The researcher used a purposive-convenience sampling method and
137 Thai EFL learners aged 18-21 from a Thai university participated in
the study during the 3rd term of 2017-2018
+ all participants had an A1 English proficiency level (based on CEFR)
according to their university placement test results.
+ after being selected as target participants, they were informed about the
study's objectives, rationale, and voluntary participation - they were assured
that their grades would not be affected by their participation and that their
data would remain confidential

- The researcher collected data using a bilingual (Thai and English)

survey adapted from Pietri (2015) to assess learners' speaking skills
+ the survey had 2 parts: the 1st focused on students' motivation to use
English in the classroom, and the 2nd examined their perspectives on
different language tasks and activities in their EFL classroom
+ it utilized a 5-point Likert scale, ranging from "very high" to "very low" for
motivation questions, and from "strongly agree" to "strongly disagree" for
perspectives on TBLT
Results
a, Students’ level of motivation
- 97% of students were positive about improving and learning English
through various classroom tasks
- Employing interactive language tasks motivated 87% of students to
attend English classes and 86% to study and participate in class
activities, indicating that these tasks enhance students' motivation and
speaking skills
- Despite high motivation, many students still struggled with speaking
English, especially with classmates (51%) and teachers (42%)
- A number of students had difficulties in participating in group exercises
(36%), speaking in class (40%), sharing ideas (with classmates 51%
and teachers 42%), and answering questions in English (34%)
- Only a few students felt motivated to use English outside the
classroom (33%) and in daily life (38%)
- These difficulties were attributed to a lack of confidence, vocabulary,
and practice
+ students also need more opportunities for real-life tasks and consistent
language use, as emphasized by Ellis (2009, 2013) and Jeon & Hahn (2006)
+ students' fields of study may influence motivation, with English majors
typically more motivated than science students (Liu, 2014)

b, Students’ perceptions about doing different language tasks and

activities
 - The results indicated that a higher percentage of students "agree"
rather than "disagree" with the benefits of different tasks in their
language classroom, showing overall positivity
- Particularly, students felt these tasks motivated them to learn English
(83.49%), practice English in class (78.83%), enhance presentation and
communicative skills (78.83%), improve pronunciation (74.44%), and
assist in asking (68.61%) and answering (74.45%) questions in English
>< some students remained neutral, with almost half unsure about the
impact of these tasks on their confidence in speaking English (44%), sharing
ideas with classmates (41%), using English daily (36%), and talking to
foreigners (31%), suggesting a lack of confidence in using English, despite
positive general perceptions
+ factors such as individual differences and exposure to English contribute to
this uncertainty
+ Gurler (2015) emphasized the importance of self-confidence in learning
and speaking a language, while it has been noted that interactive classroom
activities can boost this confidence (Bahous, Bacha, and Nabhani, 2011) =>
language tasks and activities are crucial for building students' self-
confidence in English

=> interactive and engaging language task-based activities in an English as

a foreign language classroom can have a positive impact on the learners’
speaking skills and to the learning of the English language
+ student motivation is influenced by the nature of classroom activities, with
interactive and engaging tasks boosting motivation
+ exposure and practice in using English can improve students' speaking
confidence.
+ group tasks are beneficial for learning as they increase confidence and
motivation to use the language, especially for students with speaking anxiety
A Study on the Application of Task-based Language Teaching
Method in a Comprehensive English Class in China
Huang, D. (2016)
[Link]
Purpose
- A number of problems are identified in traditional English classes in
China
+ teachers do almost all the talking while students’ role is to listen and take
notes, leading to students’ limited speaking and writing skills and good
listening and reading
+ there is a notable reluctance among students to actively engage in English
conversation during class, with written assignments often containing
structural and grammatical errors
+ students struggle with conducting research and delivering presentations,
reflecting a broader lack of understanding of English-speaking cultures
+ demotivation among students becomes apparent after 1 semester, when
they are distracted in class, absent or do not prepare for the lesson
(previewing reading texts, doing homework) - contributing factors to this
demotivation include the lack of an authentic English learning environment,
a focus on translation and grammar, unchanged teaching methods, limited
study autonomy, and outdated textbooks
- The research aims to see whether the application of TBLT method in
the comprehensive English course, which focuses on in-class
interaction, the introduction of cultural elements and the improvement
of students’ study autonomy through implementation of tasks, will
change the current situation
- Research questions:
1. Will the TBLT approach strengthen students’ motivation to study English in
the Comprehensive English Course?
2. Will students’ overall language skills, speaking and writing in particular, be
improved by finishing tasks?
3. How do students perceive the use of TBLT in the Comprehensive English
course?
Method
- The teacher conducted an action research project in her own ESL class
comprising 29 students of mixed gender, aged between 17 and 19
+ these students were enrolled in a 2+2 study program at an international
college, (involving 2 years of study at home and 2 years abroad), aiming to
achieve a minimum score of 6 on the IELTS examination
+ they attended 80-minute English classes 3 times a week and had been
studying at the college for 6 months
- Data collection methods included 2 main questionnaires in the
students' L1, a set of short questionnaires assessing task difficulties
and usefulness, interviews conducted in the L1 to gather feedback on
tasks and teaching methods, a teaching journal documenting class
observations, and checklists for evaluating group discussions and
writing practice
- The action research lasted for 16 weeks, organized into 8 two-week
cycles
+ at the beginning of the semester, Questionnaire I was administered to all
29 students to gather demographic information and assess motivation levels
and demotivating factors
+ after analyzing the data, the teacher introduced the TBLT method,
clarifying its purpose and adjustments compared to the previous semester -
tasks were aligned with the syllabus, focusing on each unit's topic from the
comprehensive English textbook
+ students provided feedback on task usefulness and difficulties via short
questionnaires, followed by interviews to gather information about the
implementation of tasks
+ task types included speaking and writing skills improvement, employing
various activities like group discussions and pair cooperation - students also
practiced IELTS-related tasks
+ near the semester's end, Questionnaire II was handed out to assess the
effect of TBLT on motivation and language competence, with additional
interviews conducted
- Throughout the research project, the teacher identified several issues
with group discussions during the initial phase, including students'
excessive use of Chinese, distractions, lack of preparation, and poor
presentation skills - interviews confirmed these issues, with the main
reasons being difficulties in expressing thoughts, discomfort in
speaking English with peers & lack of experience in group discussions -
> the teacher implemented strategies like modeling effective
communication, encouraging English-only discussions, and providing
leadership guidance to group leaders
+ assessment methods were revised to encourage participation and
preparation - subsequent observations revealed improved engagement,
reduced distractions, and enhanced motivation among students
>< new challenges arose, such as debates turning into quarrels and
difficulties in summarizing information and critical thinking, which were
addressed by strategies such as reinforcing classroom rules, emphasizing
learning processes, and encouraging independent reading
Results
- The quantitative analysis of students' responses to Questionnaire II
addressed the 1st and 2nd research questions
+ of the 29 students, 26 completed and returned the questionnaire, which
included items related to motivation change (items 1 – 12) and language
skills (items 13 – 23)
+ items 1-4 revealed significant changes in students' performance, with the
majority reporting increased willingness to speak English (73.1%),
attentiveness (65.4%), higher expectations of personal performance and
improvement (76.9%), and a stronger sense of achievement (76.9%)
+ items 5-7 indicated active participation in in-class tasks (80.8%),
completion of pre-lesson tasks independently (69.2%), and clear
understanding of task themes
+ items 8-12 reflected positive attitudes toward task implementation, with
over half agreeing that TBLT was more interesting than traditional methods
(65.4%)
+ most students expressed willingness to exchange ideas in group
discussions (88.5%), enjoyment in interactions with peers and teachers
(84.6%), learning through task completion (76.9%), and increased confidence
and sense of belonging (69.3%) fostered by the relaxed atmosphere during
task work
+ responses to items 13 and 17 indicated that students recognized
improvement in retrieving information through pre-class and after-class tasks
(65.4% of respondents) and a deeper understanding of Western culture
through group discussions (80.8%)
+ items 14 and 18 revealed students' acknowledgment of enhanced
communication skills through group discussions and presentations (80.8%)
and improved performance in part two of the IELTS speaking task due to
consistent practice (88.5%)
+ items 15 and 16 showed that students felt they could understand English
essay features better, aiding reading comprehension and writing design,
through tasks like summarizing reading passages and analyzing outlines
(92.3% and 80.8% respectively)
+ responses to items 19 and 20 indicated most students admitted
development in overall reading abilities and better grasp of skills for certain
IELTS reading question types with the addition of IELTS reading materials to
daily assignments (84.6% and 80.8% respectively
+ items 21, 22, and 23 focused on writing skills, with a clear majority
recognizing overall growth (84.6%), better mastery of outline design,
paragraph development, and word usage (92.3%), and increased awareness
of using newly-learned words, phrases, and sentence patterns in writing
(84.6%) after completing IELTS writing tasks
- To address the 3rd research question, part 3 of Questionnaire II included
3 open-ended questions aimed at capturing students' attitudes towards
the application of TBLT, their views on tasks, and suggestions for future
improvements
+ in response to the 1st question, 19 out of 26 students expressed a
preference for the new teaching approach over the traditional one as it
increased the opportunities for speaking practice and improvement in
communication skills - the remaining 7 students favored the traditional
method due to its perceived effectiveness for those with weaker English
proficiency and its role in laying foundational knowledge
+ regarding the 2nd question, students identified group discussions and
writing tasks as the most helpful, although they noted issues such as time-
consuming preparation for group discussions and challenges with vocabulary
and argument development in writing tasks
+ for the 3rd question, suggestions for future improvements included starting
the TBLT approach earlier in the semester to enhance speaking and writing
skills sooner and incorporating language learning tips and expressions for
daily conversations to better prepare students for English-speaking
environments
- Apart from the quantitative data collected through Questionnaire II,
qualitative data was gathered from interviews with 4 students
+ all of the interviewees displayed a positive attitude towards the TBLT
method
+ the interviews highlighted students' strengthened study autonomy and
information searching abilities, as they took on a more active role in task
preparation
- While the majority of students showed positive responses to the TBLT
method, the fact that not all students agreed with the questionnaire
statements concerning study motivation change and language ability
improvement underscores the importance of recognizing individual
 learning preferences and the potential benefits of integrating both
traditional and modern teaching methods
 Both quantitative and qualitative data highlighted the effectiveness of
TBLT in enhancing students' language learning experiences and
outcomes
Examining the Role of Task-based Language Teaching in
Fostering EFL Learners’ Attitudes and Motivation
Asma, B. (2018)
[Link]
Purpose
- The study aims to examine the role of TBLT in promoting EFL learners’
attitudes and motivation
Method
- The study used a qualitative case study design to explore the role of
TBLT in influencing the attitudes and motivation of EFL learners
- 12 high school students (8 males and 4 females) from Antalya were
involved, all with at least 5 years of English learning experience and a
mean age of 15
+ these pre-intermediate learners, attending a language school, volunteered
for the study and were not given specific instructions prior to/during the
sessions to avoid influencing their attitudes
+ homogeneity among participants was ensured through the Cambridge
Interactive Placement Test
+ the Cambridge Face 2 Face pre-intermediate course book was used, and
TBLT activities were designed in line with the course book units - the course
ran for 54 hours over 9 weeks, with 6 hours of instruction per week
- The study collected data using an evaluation form with semi-structured
interview questions to capture students' opinions on task-based
instruction
+ the responses were computerized for easier coding, and content analysis
with inductive thematic analysis was used to identify common themes
+ the analysis followed the Miles and Huberman Model, which includes four
phases: data collection, data reduction, data display, and conclusion
drawing/verifying
+ 2 experts first reviewed the data to remove irrelevant expressions - then,
the remaining expressions were systematically grouped and coded
+ to ensure internal consistency, Miles and Huberman’s reliability formula
was used, yielding a reliability value of .83, indicating high inter-coder
reliability
Results
 - After completing the 54-hour TBLT course, participants were asked to
reflect on their experiences – they filled out an evaluation form
- According to the findings, 4 main themes were discovered:
+ an increase in learner motivation
+ demotivation towards learning English in the past
+ negative attitude towards course methods and techniques
+ positive attitude toward classroom activities
- The most prominent theme, "positive attitude towards classroom
activities", was expressed by 83.33% of the participants
+ this theme highlighted the students' enjoyment and engagement with the
course and activities
+ participants noted that the classes were fun, engaging, and entertaining,
which helped them stay interested and motivated - they expressed that they
found learning English more enjoyable and serious due to the fun nature of
the lessons
-> the findings indicate that task-based instruction effectively enhanced
students' attitudes towards learning English, increased their motivation, and
helped them acquire language patterns comprehensively - the consensus
among the students was that TBLT made learning English more enjoyable
and engaging
- The 2nd theme identified from participant statements was
"demotivation towards learning English", mentioned by 66.67% of the
students
+ this theme emphasized a lack of motivation due to unappealing classroom
activities and methods used in past English courses - many students,
previously encouraged by their parents to improve their English proficiency
through external courses, reported that these past experiences did not meet
their expectations and led to disengagement
+ the students described their previous English lessons as boring, stated that
they did not participate, found the old teaching methods dull, and felt the
classes lacked interactive elements
-> previous ineffective teaching methods significantly contributed to
students' demotivation toward learning English
- The 3rd theme, "increase in learner motivation", was expressed by
66.67% of the students, the same proportion as the "demotivation
towards learning English" theme
+ this theme highlighted the positive changes brought about by TBLT
+ students reported significant improvements in their motivation and
engagement with English learning
-> there was a significant shift in students' motivation and attitudes towards
learning English
+ previously, students viewed English learning as tedious and uninspiring,
often feeling disengaged and sitting at the back of the classroom - with the
implementation of TBLT, their motivation and interest increased,
transforming their learning experience from negative to positive and making
them more enthusiastic about classroom activities and topics
- The 4th theme, "previous course methods and techniques", was
expressed by 33.33% of the students and focused on their reflections
about prior courses
- 4 students highlighted their dissatisfaction with traditional teaching
methods as they were theoretical, strict, and memorization-focused
-> it can be indicated that students were critical of the heavy reliance on
course books, theoretical learning, strict and memorization-based teaching,
and traditional methods in their past language learning experiences
+ they felt that these approaches were not conducive to effective learning
and hindered their ability to feel free and create a safe learning environment
& they expressed a preference for more practical, engaging, and flexible
learning activities
=> TBLT might be effective in promoting students’ motivation and attitudes
>< more evidence is needed (e.g. pre-test, post-test) rather than students’
own evaluations of their study
Using Task-Based Language Teaching in English Writing Classrooms:
Students’ Perception of Motivation, Writing Behavior, and
Challenges
Nhem, D. (2020)
[Link]
Purpose
- The study aims to introduce TBLT into English Language Teaching (ELT)
classrooms in Cambodia and assess its impact on students' interest in
learning writing
- The study investigates whether students' enthusiasm for writing
changed as a result of implementing TBLT methodology
- Research questions:
1. What are the students’ perceptions about TBLT before and after the
intervention?
2. What are the students’ behaviors toward learning writing before and after
the intervention of TBLT?
3. What are the constraints the students face during the TBLT practices?
Method
 - The study used a quantitative research approach to compare students'
perceptions of TBLT in teaching writing before and after the
intervention
+ the research was conducted over one term (3 months) at a private
university in Phnom Penh, Cambodia & part of the university's General
English Program
+ it involved 36 students in the pre-test phase and 33 students in the post-
test phase - all of the students were enrolled in level 4 and had basic English
communication skills
+ the participants' gender distribution was nearly equal, and most were aged
between 18 and their early 20s
+ additionally, 16 students provided comments in response to open-ended
questions
- A series of TBLT lesson models were designed to teach students writing
at the end of each unit, following the theoretical framework proposed
by Willis (1996)
- The TBLT approach was structured into three phases: pre-task, task
cycle, and language focus
+ during the pre-task phase, students were introduced to a topic related to
the lesson studied, such as restaurant experiences, and were provided with
new vocabulary
+ in the task-cycle phase, students engaged in various tasks like reading,
answering questions, pair/group discussions, and listening activities related
to the topic - they also worked on writing models and answered questions to
guide their writing tasks
+ in the language focus phase, the teacher and students examined the
structure of the writing model, such as how to write a restaurant review, and
students followed the model with guided questions to write their paragraphs
- after writing, students presented their papers to the class, received
feedback, and were encouraged to discuss what they had learned
- The questionnaire with the translation in the native language of the
students was developed and consisted of 3 parts: perceptions about
TBLT; students’ behaviors about writing; and learning constraints
+ parts 1 and 3 were adapted from a previous study by Zhu-Xiu (2016), with
follow-up questions included for reflection
+ the questionnaire underwent expert review and revisions before
implementation
+ survey data were analyzed using SPSS version 23, with descriptive
statistics reported, including means, standard deviation, p-value, and degree
of freedom
+ items were categorized into perceptions toward TBLT, students’ behaviors
toward writing, and challenges about TBLT - data were analyzed using an
independent samples T-test to compare pre-test and post-test results
+ data from open-ended questions were analyzed and coded into themes
Results
a, Students’ perceptions of TBLT
- The pre-test survey indicated that students initially held positive views
toward TBLT for teaching writing >< post-test results showed a decline
in certain aspects of their perceptions, such as the effectiveness of
TBLT in providing a relaxing atmosphere and promoting English use
+ despite this, other aspects remained stable or even improved, such as the
recognition of the importance of grammar
- The overall mean scores decreased slightly but remained positive,
suggesting that students still perceived TBLT
- Students reported increased confidence, communication skills, and an
interactive classroom environment, believing TBLT motivates better
English writing learning
b, Students’ behaviors towards writing
- The pre-test and post-test results revealed that while students
generally held positive behaviors toward learning writing, some
attitudes shifted after the intervention
+ students' enjoyment of writing and perceived benefits of using writing
models and discussing ideas with peers decreased significantly >< other
aspects remained stable, and overall, students' behaviors toward writing
remained positive
+ follow-up responses indicated that TBLT improved their writing skills,
confidence, and motivation - students reported making fewer mistakes,
generating more ideas, and benefiting from peer discussions, showing an
overall positive reception of TBLT
c, Students’ constraints on TBLT
- Generally, students did not face significant challenges during the
implementation of TBLT - they adapted well to TBLT, found the lessons
understandable, and participated effectively in pair or group
discussions
- Common teaching constraints like materials, classroom size, and
language proficiency were not problematic >< students did experience
difficulties with limited linguistic knowledge, leading them to mix their
L1 with English during tasks.
- Despite these language gaps, TBLT was positively received, especially
for teaching writing
 Some aspects of the students’ perceptions toward TBLT for teaching
writing were highly positive, only to decrease after the intervention. These
aspects include the use of TBLT to promote target language use,
integrated skills development, learning progress, and interaction skills. As
mentioned, this decrease might be influenced by some challenges (e.g.
linguistic gaps, or conflicts of ideas during group discussion) which the
students faced during the practice of TBLT. For example, the students’
language proficiency was limited, which led them to use L1 for
communication during carrying out tasks)
The Effect of Task- Based Instruction on L2 Grammar Learning and
Motivation
of Iranian EFL Learners Junior High School Students
Kafipour, R., Jafari, S., & Khojasteh, L. (2018)
[Link]
Purpose
- The study investigates the effects of teaching grammar through TBLT
on the
grammatical proficiency of Iranian high school 3 rd graders & the
motivation of students in both control and experimental groups
- Research questions:
1) Does task-based instruction have any significant effect on Iranian third
grade junior high school EFL learners’ grammatical proficiency?
2) Does task-based instruction have any significant effect on Iranian third
grade junior high school EFL learners’ motivation?
Method
- The study used an experimental intact design with one experimental
group and one control group
+ the control group received traditional grammar instruction, with rules
explained in Persian, followed by exercises and drills - the experimental
group received task-based grammar instruction from the researcher, with
sessions lasting 30 minutes each over 17 sessions
+ the independent variables were the teaching approaches while the
dependent variables were grammar proficiency and motivation
- The study was conducted at a high school in Iran, involving 66 male
students aged 15 to 16, divided equally into control and experimental
groups - participants were selected based on a Nelson test
- The study utilized instructional and testing materials, including two
pre-tests and a motivation questionnaire
+ initially, the Nelson test (100A version) was administered to ensure the
homogeneity of students' grammar proficiency - this test consisted of 50
multiple-choice questions, completed in 30 minutes
+ a second Nelson grammar test (50A version), based on the content of the
third-grade English book, served as the pre-test and post-test to measure
grammar proficiency
+ the motivation questionnaire, adapted from the Academic Motivation Scale
(AMS) by Vallerand et al. (1992), was administered before and after the
instruction to assess students' motivation levels
- The instruments used in the study were thoroughly assessed for
validity and reliability
+ the reliability of the instruments was confirmed through administration to
a parallel class, demonstrating high reliability
Results
- Post-test results revealed that the experimental group demonstrated
significantly greater improvement in grammar proficiency (mean =
36.7879) compared to the control group (mean = 24.5152)
- Motivation levels in the experimental group increased, with overall
motivation, intrinsic motivation, and extrinsic motivation all showing
significant gains, while amotivation decreased
=> the study's findings demonstrate that TBI significantly improves both
grammar proficiency and motivation among Iranian junior high school EFL
learners
+ the experimental group outperformed the control group in all measured
aspects, showing higher levels of both intrinsic and extrinsic motivation and
lower levels of amotivation -> the results support the integration of TBI into
EFL curriculums to enhance language learning outcomes