The Effectiveness of Task-Based and Genre-Based Integrated Learning on English Language Proficiency of Thai Rural Secondary School Students
DOI:
https://doi.org/10.17507/tpls.1209.05Keywords:
task-based learning and teaching, genre-based approach, CEFR, teaching model, EFL learnersAbstract
Despite continuous and enormous attempts to improve English language teaching and learning in Thailand, a specifically designed teaching model which responds to low English proficiency students’ needs, interests, and contexts in rural schools was still needed. This study developed an innovative instructional model based on key agents’ voices on problems and needs in teaching and learning English in a rural context. Based on both global and local standards – the Common European Framework for Language References (CEFR) and Thailand’s Basic Education Core Curriculum (2008), the model, so-called TIGA, combined task-based learning approach (T), the input of target language (I), genre-based approach (G), and authentic assessment (A). TIGA-based teaching lessons were empirically designed and developed to facilitate English learning so that students can accomplish real-world tasks. The two-group pretest-post-test design was employed. Participants included 44 secondary school students purposively selected from two seventh grade classes at two Thai rural schools. The TIGA model and TIGA-based lessons were implemented with an experimental group of 28 secondary school students at one school. Pre- and post-tests were used to assess both groups of students’ English proficiency levels, followed by semi-structured interviews to investigate their attitudes towards the model and lesson implementation. The results showed a significant difference between the students’ English abilities in the experimental and control groups. The study also revealed that the instructional model could motivate and engage the low-ability students to improve their level of English proficiency. The present study offers pedagogical implications for relevant educators in similar contexts.
References
Aliakbari, M., & Jamalvandi, B. (2010). The impact of “role play" on fostering EFL learners’ speaking ability: A task based approach. Journal of Pan-Pacific Association of Applied Linguistics, 14(1), 15-29.
Basic Education Commission. (2008). Basic education core curriculum BE 2551 (AD 2008). Ministry of Education.
Breen, M. P. (2001). New directions for research on learner contributions. In M. P. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 172-182). Pearson Education.
Bruner, J. (1986). Actual minds, possible worlds. Harvard University Press.
Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36-57.
Callaghan, M., & Rothery, J. (1988). Teaching factual writing: A genre based approach. NSW Department of Education.
Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35(4), 595-608.
Cope, B. & Kalantzis, M. (1993). Introduction: How a genre approach to literacy can transform the way writer is taught. In B. Cope & M. Kalantzis (Eds.), The power of literacy: A genre approach to teaching writing (pp. 1-21). The Falmer Press.
Council of Europe. (2001). The Common European Framework of Reference for Language: Learning, teaching, assessment. Cambridge University Press.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed method approaches. SAGE Publications.
Darasawang, P., & Watson Todd, R. (2012). The effect of policy on English language teaching at secondary schools in Thailand. In E.-L. Low and A. Hashim (Eds.), English in Southeast Asia: Features, policy and language in use (pp. 207-220). John Benjamins.
EF English Proficiency Index. (2021, May 11). Proficiency trend. Thailand. https://www.ef.com/wwen/epi/regions/asia/thailand/
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Enli, L. (2015). Implementing genre-based curriculum cycle in teaching writing in secondary school settings. Studies in Literature and Language, 10 (1), 47-50.
Foley, J. A. (2005). English in…Thailand. RELC Journal, 36(2), 223-234.
Franz, J., & Teo, A. (2017). “A2 Is Normal” -- Thai secondary school English teachers encounters with the CEFR. RELC Journal, 49(3), 322-338.
Hammond, J., Burns, A., Joyce, H., Brosnan, D., & Gerot, L. (1992). English for social purposes: A handbook for teachers of adult literacy. NCELTR.
Hu, M. (2022). Demystify a positive role of L1 in L2 acquisition: In the case of Chinese aspect marker Le. Theory and Practice in Language Studies, 12(5), 974-979.
Imsa-ard, P. (2020). Motivation and attitudes towards English language learning in Thailand: A large-scale survey of secondary school students, rEFLections, 27(2), 140-161.
Kaur, A., Young, D., & Kirkpatrick, R. (2016). English education policy in Thailand: Why the poor results? In R. Kirkpatrick, (Ed.), English language education policy in Asia (pp. 345-361). Springer.
Kongpatch, S. (2006). Using a genre-based approach to teach writing to Thai students: A case study. Prospect. 21(2), 5-17.
Kustati, M. (2013). The shifting paradigms in the implementation of CLT in Southeast Asia countries. Al-Ta’lim Journal, 4(1), 267-277.
Kwangsawad, T. (2009). Bridging the gap between CLT and CBI theories and practices in Thai small rural schools. Journal of Administration and Development, 1(2), 52-63.
Long, M., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-56.
Lu, Z., & Fan, S. (2021). A mixed-method examination of adopting focus-on-form TBLT for children’s English vocabulary learning, English Language Teaching, 14(2), 37-55.
McDonough, K. & Chaikitmongkol, W. (2007). Teachers’ and learners’ reactions to a task-based EFL course in Thailand. TESOL Quarterly. 41(1), 107–132.
McNamara, T. (1996). Measuring second language performance. Addison Wesley Longman Ltd.
Methitham, P., & Chamcharatsri, P. B. (2011). Critiquing ELT in Thailand: A reflection from history to practice. Journal of Humanities, Naresuan University, 8(2), 57-68.
Ministry of Education. (2014). English language teaching and learning reform policy.
Nunan, D. (1989). Designing task for the communicative classroom. Cambridge University Press.
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region, TESOL Quarterly, 37(4), 589-613.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Oktavia, D., Mukminin, A., Fridiyanto, Hadiyanto, Marzulina, L., Harto, K., Erlina, D., & Holandyah, M. (2022). Challenges and strategies used by English teachers in teaching English language skills to young learners. Theory and Practice in Language Studies, 12(2), 382-387.
Park, Y. (2021). Task type completion in lower level EFL classes: A conversation analytic study. Language Teaching Research. https://doi.org/10.1177/1362168820987957
Payaprom, S. (2012). The impact of a genre-based approach on English language teaching in an EFL tertiary context in Thailand [Doctoral dissertation, University of Wollongong]. Research online. https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=4714&context=theses
Pietri, N. J. M. (2015). The effects of task-based learning on Thai students’ skills and motivation. ASEAN Journal of Management & Innovation, 2(1), 72-80.
Poonpon, K., Satthamnuwong, B., & Sameephet, B. (2016). Development of a communicative English language teaching model for secondary schools students [Unpublished research report]. The Thailand Research Fund.
Poonpon, K., Satthamnuwong, B. & Sameephet, B. (2018). Classroom and learning management: Voices from an English classroom in rural Thailand. In F. Copland & S. Garton (Eds.), TESOL voices: Young learner education. TESOL Press.
Richards, J. C., Renandya, W. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.
Richards, J. C. (2017). Curriculum development in language teaching (2nd ed.). Cambridge University Press.
Sae-Ong, U. (2010). The use of task-based learning and group work incorporating to develop English speaking ability of Mattayom Suksa 4 students [Master's thesis, Srinakharinwirot University]. Thai Digital Collection. http://thesis.swu.ac.th/swuthesis/Tea_Eng_For_Lan(M.A.)/Uraiwan_S.pdf
Sert, O., & Amri, M. (2021). Learning potentials afforded by a film in task‐based language classroom interactions. The Modern Language Journal, 105. 126-141.
Shabani, M. B., & Ghasemi, A. (2014). The effect of task-based language learning (TBLT) and content-based language teaching (CBLT) on the Iranian intermediate ESP learners’ reading comprehension. Procedia – Social and Behavioral Sciences, 98, 1713-1721.
Sulaiman, S., Mohamad, M., Mansor, A. N., Alias, B. S., & Aziz, A. A. (2022). Pupils’ and parents’ perspectives towards using smartphone strategies to improve reading skills. Theory and Practice in Language Studies, 12(3), 498-510.
Tangkijmongkol, C. & Wasanasomsithi, P. (2013). An analysis of English language learning needs and problems of underprivileged children in a slum area in Bangkok metropolis. PASAA, 46, 11-45.
Van den Branden, K. (2006). Task-based language teaching: From theory to practice. Cambridge University Press.
Vygotsky, L.S. (1978). The development of higher psychological processes. MIT Press.
Willis, D., & Willis, J (2007). Doing task-based language teaching. Oxford University Press.
Willis, J. (1996). A framework for task-based learning. Longman.
Wongsothorn, A, Hiranburana, K., & S. Chinnawongs, S. (2002). English language teaching in Thailand today. Asia pacific journal of education, 22(2), 107-116.
Wudthayagorn, J., Poonpon, K., & Tongsen, P. (in press). The impact of the CEFR policy on in-service Thai school teachers of English: Concerns and consideration. In S. Boun & C. S. Duran (Eds.), English education in Southeast Asian contexts: Policy, practice, and identity. Lexington Books.
Xu, J., & Fan, Y. (2021). Task complexity, L2 proficiency and EFL learners’ L1 use in task-based peer interaction. Language Teaching Research. https://doi.org/10.1177/13621688211004633
Yung, K. W-H. (2021). Engaging exam-oriented students in communicative language teaching by ‘packaging’ learning English through songs as exam practice. RELC Journal. https://doi.org/10.1177/0033688220978542
