Task-Based Language Teaching and students' motivation in the EFL classroom

Table of Contents

1. Introduction

2. Modern communicative language teaching (CLT)

2.1 Theoretical context

2.2 Current Paradigms

3. Motivation

3.1 Definition

3.2 Motivation in foreign language learning

3.2.1 Self-Determination Theory: Intrinsic and extrinsic motivation

3.3 Teacher and learner motivation

3.4 Motivational strategies in the foreign language classroom

4. Task-based language teaching (TBLT)

4.1 Defining a task

4.2 Task types

4.3 Teacher and learner roles in TBLT

4.4 The TBL framework by Jane Willis

5. The impact of TBLT on student’s motivation

6. Conclusion

7. Bibliography

8. Appendix

Research Objectives and Core Themes

This thesis examines the intrinsically motivating potential of Task-Based Language Teaching (TBLT) within English as a Foreign Language (EFL) classrooms. It investigates how shifting from teacher-centered instruction to task-based, learner-centered frameworks can increase student engagement, reduce language-learning anxiety, and foster an environment conducive to natural language acquisition.

• Theoretical foundations of Communicative Language Teaching (CLT).
• Psychological aspects of learner and teacher motivation, specifically Self-Determination Theory.
• Implementation of TBLT and its impact on student anxiety and classroom participation.
• Analysis of Jane Willis’s TBL framework and its practical application.

Excerpt from the Book

Summary of Chapters

1. Introduction: Presents the motivation challenges in the EFL classroom and outlines the research objective to analyze how TBLT can serve as a motivating approach.

2. Modern communicative language teaching (CLT): Discusses the transition from traditional teaching methods to CLT, emphasizing Krashen’s hypotheses and the shift toward learner-centered instruction.

3. Motivation: Defines the concept of motivation in language learning, utilizing the Self-Determination Theory to distinguish between intrinsic and extrinsic drives, and explores teacher and learner roles.

4. Task-based language teaching (TBLT): Provides a detailed definition of tasks, classifies various task types, examines teacher and learner roles, and introduces Jane Willis’s three-part framework.

5. The impact of TBLT on student’s motivation: Analyzes the effectiveness of TBLT through a practical sample lesson ("A sea journey"), demonstrating how flexibility and real-world relevance boost intrinsic motivation.

6. Conclusion: Synthesizes findings, confirming that TBLT successfully fosters an anxiety-free environment that promotes autonomous learning and intrinsic student engagement.

Keywords

Task-Based Language Teaching, TBLT, English as a Foreign Language, EFL, Student Motivation, Intrinsic Motivation, Self-Determination Theory, Communicative Language Teaching, Learner-Centered, Language Acquisition, Classroom Environment, Task Framework, Language Fluency, Autonomous Learning, Jane Willis.

Frequently Asked Questions

What is the primary focus of this thesis?

The thesis focuses on evaluating the effectiveness of Task-Based Language Teaching (TBLT) in increasing student motivation in EFL classrooms.

What are the central themes of the research?

Key themes include the transition from traditional to communicative teaching methods, the application of Self-Determination Theory to language learners, and the role of the teacher as a facilitator.

What is the main goal of the research?

The goal is to determine if TBLT's emphasis on meaning, real-world tasks, and learner autonomy can successfully shift students from extrinsic to intrinsic motivation.

Which scientific methodology is used?

The paper utilizes a qualitative theoretical analysis, relying on established research and frameworks (such as Krashen, Dörnyei, and Willis) and evaluating these through a sample lesson study.

What does the main body cover?

It covers the definition and history of CLT, deep dives into psychological theories of motivation, defines what constitutes a "task," and outlines the TBL framework stages.

Which keywords best describe the work?

The work is characterized by terms such as TBLT, intrinsic motivation, learner-centeredness, autonomy, and Communicative Language Teaching.

How does TBLT differ from traditional grammar-focused lessons?

TBLT prioritizes the communication of meaning and real-world outcomes over the rote memorization of grammatical forms, which typically occur only at the end of a task cycle.

What role does the teacher play in the TBL framework?

The teacher moves away from a director role to become a "facilitator" or "guide by the side" who provides language exposure and monitors student interaction without interrupting the flow of communication.

Why is "anxiety-free" environment important in TBLT?

Drawing on Krashen’s Affective Filter Hypothesis, the work argues that a relaxed environment lowers psychological blocks, allowing learners to experiment with the language without fear of criticism.

What does the "A sea journey" sample lesson illustrate?

It illustrates the practical implementation of the three-part TBL framework: the Pre-task introduction, the Task-cycle (Task, Planning, Report), and the final Language Focus stage.