Innovation in Language Learning

A common misconception about task-based language teaching (TBLT) is that it only allows for output tasks focussed on speaking and writing skills (Ellis, 2013). However, TBLT can also be utilised to provide language students with input-based tasks (for example reading and listening). In fact, input tasks have been suggested as an essential element of a TBLT approach (Long, 2016), especially effective for foreign language learning beginners, or in EFL contexts where there are limited L2 input and output opportunities for learners (Ellis, 2009). However, there is to date a lack of research investigating the use of input tasks in TBLT classrooms. This paper describes an exploratory study that investigated the effect of an “input-first” approach to TBLT on student self-efficacy (SE). SE is an important aspect of human motivation. Closely related to “Competence” as explained by Self-Detemination Theory (Deci and Ryan, 2000), SE describes the beliefs that a person has about whether they can achieve certain tasks. Levels of SE change over time, but higher SE has been shown to have a positive effect on language performance (Mills, 2014), and leads to greater intrinsic motivation, extremely important for language learning. Participants in this study were first-year students in a four skills language class in a large private university in Japan. Over six classes, students were assigned language tasks. Three of these tasks were preceded with an “input” pre-task featuring language that they could use in the subsequent main output task. The other three classes had a more “traditional” pre-task (vocabulary elicitation and small-group discussion with no focussed introduction of language) prior to the main task. After each of the six main tasks, students were given a “situational” SE survey to determine students’ levels of SE at the time of task completion. Follow-up interviews were conducted to further explore student beliefs about the two types of pre-task. This talk will introduce the results of this exploratory study, while also providing some practical examples of how to implement an “input-output” framework within TBLT. (Oral Presentation).

Keywords: Task-based language teaching, input tasks, self-efficacy, Self Determination Theory;