Task

One of the major criticisms leveled at task-based language teaching (TBLT), despite its countless merits, is developing fluency at the cost of accuracy. The post-task stage affords a number of options to counteract this downside through task repetition and task recycling. These two options are considered to positively affect learners' oral performance in terms of fluency, accuracy, and complexity (CAF). The purpose of the present study is to compare the relative effect of task repetition and task recycling on Iranian EFL (English as a foreign language) learners’ oral performance in terms of CAF. To this end, eight intermediate EFL learners, randomly selected from 30 students in two classes of 15, took part in this study. The participants in both task repetition and task recycling groups were assigned to perform a total of eight tasks. Four of these tasks were identical in both groups. Each session included one task plus its second performance, namely repetition for the first group and recycling for the second. Wilcoxon Signed Ranks Test was used to statistically analyze the recorded data of learners' performances on all eight occasions in terms of CAF. The results revealed a significant effect of task repetition on all three measures of performance while task recycling did not prove to have a significant effect except for fluency. On the level of between-group differences, task repetition was found to be dominant outweighing task recycling in all three measures of oral performance. Task repetition is hence advised to be incorporated in teaching English, particularly in EFL contexts as a viable tool to hone learners’ oral performance on CAF.

The current study aimed to examine the effects of strategic planning, online planning, strategic planning and online planning combined (joint planning), and no planning on the complexity, accuracy, and fluency of oral productions in two simple and complex narrative tasks. Eighty advanced EFL learners performed one simple narrative task and a complex narrative task with 20 minutes in between. The order of the two stories was counterbalanced to control for any possible practice effect. The results suggest that no planning in both tasks was the least effective. Strategic planning led the learners to elevate both their complexity and fluency significantly in the narrative simple task and only their fluency in the complex task. Online planning helped the participants improve their accuracy significantly both in the simple and complex tasks. Finally, joint planning resulted in the significant elevation of accuracy and fluency in the simple task on the one hand, and complexity and accuracy in the complex task on the other. With respect to the effect of task complexity, the interaction between task complexity and CAF was significant. The results and comparisons between groups are discussed in the light of Levelt’s model of speaking, Skehan’s Trade-off Hypothesis, and earlier studies.

Among the latest efficient approaches in language teaching, Task-based Language Teaching has turned up to be the main approach in a way that it is currently recognized as the leading teaching approach in language instruction (Ji & Pham, 2017). Using the proper tasks based on the proficiency level of the learners can facilitate the process of language learning. The present study aimed at investigating the effect of open and closed tasks on improving Iranian EFL learners’ oral performance at intermediate and advanced levels. This study is a quasi-experimental research with pretest and posttest design. The participants of the study included 55 female EFL learners at Jahadeh Daneshgahi language institute in Tabriz city, who were selected through cluster random sampling method. The data were collected through 10 open tasks and 10 closed tasks along with an oral pretest and an oral posttest checklist that examined grammar, pronunciation, vocabulary, breakdown-response, interaction, and speech flow of learners’ oral performance. The tasks were selected from the Four Corner series (Richards & Bohlke, 2012). The data were analyzed by a two-way MANCOVA test and ANCOVA. The obtained results indicated that open and closed tasks can improve EFL learners’ oral performance and there is no significant difference between open and closed tasks in developing learners’ oral performance in both levels. Besides, at the advanced level, the amount of oral performance development is greater than the intermediate level. The outcomes of this study can be useful for EFL teachers and learners regarding using the optimal kind of tasks in improving oral performance.

Research evidence reported to date demonstrates the differential effects of manipulating second language (L2) task conditions on the resultant production as measured in terms of complexity, accuracy, and fluency. The present study was aimed at adding to the available body of findings by exploring the synergistic effects of two task condition variables, namely online planning and immediacy (± Here/Now) on L2 oral discourse. For this purpose, 60 Iranian intermediate learners of English as a foreign langue (EFL) were asked to perform the task of narrating a story based on a sequenced set of pictures under four conditions (i.e., Here/Now and pressed online planning, Here/Now and careful online planning, There/Then and pressed online planning, There/Then and careful online planning). The results of statistical analyses revealed that carefully planning speech while performing the task consistently assists complexity and accuracy, but negatively affects fluency of speech. Besides, it was observed that carrying out the same task using the past tense without contextual support (i.e., There/Then), if coupled with careful online planning, simultaneously enhances complexity and accuracy. Performing a task in Then/There also reduces fluency. Interestingly, it was also found out that the opportunity to carefully plan online while performing the task in There/Then exponentially increases complexity and accuracy with strong negative effects on fluency. Lastly, pedagogical implications of the findings are discussed regarding the contribution of task condition to directing learners’ attention and their L2 speech quality.

This study investigated the validity of processability theory proposed by Pienemann (1998/2015) among Iranian EFL learners’ oral performance. The theory defines six procedural stages for learners in the process of second language acquisition. In order to conduct the study, 10 intermediate EFL learners were selected based on their performance on Oxford Placement Test. Then, they participated in five tasks; namely, interview, spot-the- difference task, picture description, picture identification and story-telling task. Their speech was recorded and then transcribed according to predetermined structures (i.e., interrogatives, word order, and negation) called target structures. The frequency of the occurrence of target structures was calculated based on the emergence criterion. The results showed that Iranian EFL learners produced language structures in the predicted procedural stages as proposed by processability theory. Thus, processability theory can be valid for Iranian EFL learners too.

Task motivation has recently gained prominence in second language (L2) research. However, its potential effects on the transfer of learning across tasks have not been investigated. The present study sought to deal with this issue through a mixed-methods approach. A total of 82 intermediate English learners took part in the study. Initially, they were tested regarding their knowledge of the English definite article. Then, they performed a consciousness-raising task that accentuated the article. Following the task, their task motivation was measured using a self-report questionnaire. After a few days, they completed another task requiring the knowledge of the article to see whether those who experienced higher task motivation on Task 1 were able to transfer the newly gained knowledge more efficiently to Task 2 compared to learners with low task motivation. Then, focus group interviews were conducted with learners representing both groups. Analysis of variance revealed that task motivation significantly affects transfer of learning. Moreover, thematic coding analysis of the qualitative data indicated that positive task appraisal, peer effect, increased effort, and activating self-regulation strategies were the major factors associated with high task motivation leading to efficient transfer of learning. The findings suggest some implications for pedagogy and research.

Research findings reported to date indicate that carefully planning speech while performing a task increases second language (L2) learners’ attention to formal aspects of their discourse. The evidence, however, is mostly based on performance analysis with respect to the linguistic measures of complexity, accuracy, and fluency. To enhance the psycholinguistic validity of current findings, the present research adopted a process-product approach to analyze L2 learners’ performance and attention shift as indicated by the occurrence of pauses in their speech. The study involved thirty Iranian learners of English as a foreign language (EFL) who were divided into two groups of fifteen. Whereas participants in the first group were given unlimited time to carefully plan while performing a narrative task, their counterparts in the other group completed the same task under time constraint. Following participants’ performance, both performance analysis and retrospective interviews were conducted to collect their protocol data. The results revealed that carefully planned speech is characterized by increased complexity and accuracy and reduced fluency stemming from attention being primarily focused on syntactic encoding, lexical choice, and phonology instead of conceptualizing the message. The outcomes are discussed in light of their theoretical and pedagogical implications.

Research on Task-based Language Teaching (TBLT) has received much attention in language education in Vietnam. However, research on investigating perceptions of secondary school teachers towards TBLT implementation in the Mekong Delta, Vietnam is still scarce. The current study investigates secondary school English as a Foreign Language (EFL) teachers’ understandings of task concept and TBLT principles. It also explores teachers’ attitudes and concerns in implementing TBLT. Ninety-eight secondary school EFL teachers participated in the study. Framed by TBLT principles adapted from Nguyen, Jaspaert and Van den Branden (2018), a survey was used to collect quantitative data. The results indicated that the teachers generally had a high level of understanding of task concept and TBLT principles. In addition, they showed positive views on implementing TBLT in their practices. The results also addressed teachers’ concerns in implementing TBLT into their teaching practices including time constraints, the mismatch between the reform goals proposed by the Ministry of Education and Training (MoET) and current teaching policies at the secondary school level as well as the large class size. Accordingly, insightful implications for a better TBLT implementation in Vietnam and similar contexts elsewhere have been taken into consideration.