Innovation in Language Learning

Improving effectiveness in learning is the primary goal of any teaching process. In language education in particular, new methods and innovative approaches have been explored aiming at promoting positive attitudes among both learners and educators; among these is the task-based approach (TBA). Task based approach is increasingly gaining ground in the field of language teaching and learning. This study investigates the role of task-based language teaching and learning on learners' autonomy in the EFL classroom. Data were collected using a mixed method design. Both quantitative and qualitative methods of data collection were employed, namely questionnaires and semi-structured interviews. The questionnaire was designed to capture learners’ viewpoints of the assigned tasks on their autonomous learning processes and their English language development. Additionally, this study attempted to examine teachers’ perceptions towards the implementation of task-based approach; for this reason, semi-structured interviews were conducted with EFL instructors. The findings revealed that teachers and learners alike positively perceive task-based language teaching and learning. They believe that the incorporation of this approach in language instruction, second/foreign language in particular, fosters learning autonomy and motivation in various ways. It allows learners to explore their understanding of the issue in question, work independently, develop their interpersonal abilities and communication skills, and develop their creative and critical thinking. 

Keywords: Task-based approach, EFL, Learning Autonomy, motivation, learning collaboration