Task-Based Language Assessment: A Compatible Approach to Assess the Efficacy of Task-Based Language Teaching vs. Present, Practice, Produce

Autor/inn/en	Noroozi, Majeed; Taheri, Seyyedmohammad
Titel	Task-Based Language Assessment: A Compatible Approach to Assess the Efficacy of Task-Based Language Teaching vs. Present, Practice, Produce
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2105775 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Noroozi, Majeed) ORCID (Taheri, Seyyedmohammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2105775
Schlagwörter	Task Analysis; Performance Based Assessment; Grammar; Decision Making; Comparative Analysis; Second Language Learning; Second Language Instruction; Teaching Methods; Language Tests; Imitation; Instructional Effectiveness; English (Second Language); Foreign Countries; Private Education; Iran + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Leistungsermittlung; Grammatik; Decision-making; Entscheidungsfindung; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Privatunterricht
Abstract	Task-Based Language Teaching has been developed in response to the teacher-dominated, focus-on-forms methods such as Present, Practice, Produce (PPP). The body of literature is replete with studies examining the learning efficacy of the PPP approach versus TBLT; however, these studies did not use assessment tasks in comparing these two methods. To this end, the present study used an Assessment Task, a Grammaticality Judgment Test (GJT), and an Elicited Imitation Test (EIT) to compare the efficacy of PPP versus TBLT. Thirty-four lower-intermediate English language learners in Iran were randomly assigned to TBLT, PPP, and Control groups. The study results revealed that the performance of TBLT and PPP on the GJT and EIT significantly improved from pre-assessment to post-assessment, while the Control group did not show any significant improvements on any of the tests. Results indicated that only the TBLT group made substantial improvements in TBLA in the post-assessment, while the PPP and Control groups' performance did not significantly improve. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01