The Implementation of Task-based Language Teaching to Promote Group Communication: An analysis of the EFL Teachers’ Views and Practices in the BridgeWay World Private School of Tizi-ouzou (Algeria)
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Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mouloud Mammeri University OF Tizi-Ouzou
Abstract
The presents study investigates the implementation of Task-based Language Teaching to
Promote Group Communication in the private school of English “BridgeWay World” situated
in Tizi-Ouzou (Algeria) (B.W.W). Our investigation concerns the teachers of this school. It
aims to first find out if EFL teachers in (B.W.W) use TBLT. Moreover, this study seeks to
examine how TBLT helps learners to improve their Group Communication and the effect and
impact it has on their communication within a group. In order to meet the objectives of the
study, we have applied Jane Willis’ (1996) theory namely ‘A Framework for Task-based
Learning’. For collecting data, nine (9) teachers’ questionnaires were distributed, in addition
to an interview conducted with the same participants. As to data analysis, we have adopted a
mixed method research combining quantitative and qualitative methods. The quantitative data
are analysed using the descriptive statistical method which that of the rule of three. For the
qualitative ones, they are analysed using the Qualitative Content Analysis (QCA). The results
obtained from the findings of the questionnaire pointed out that all teachers working in
“Bridge Way World” use TBLT to promote Group Communication among the students.
Additionally, the results of the interview revealed that TBLT facilitates and improves Group
Communication; also, teachers in (B.W.W) are in favour of using TBLT.
Description
87p. Ill. en coul. 30cm.+(cd)
Keywords
Group Communication; Task-based Language Teaching; Teachers’ Attitude; Willis’ theory (1996).
Citation
Language and Communication