Year: 2014
Type: dissertation
Abstract: While the available research literature appears to support the implementation of task-based language teaching (TBLT) in Western countries, few studies have been conducted to investigate its impact in classroom teaching practice in Asia, especially in comparison with the presentation-practice-production (PPP) approach, which many Asian teachers still favor. The current study explores the differential effects of the PPP approach and a task-based approach on Vietnamese students’ writing performance and self-regulation in writing descriptive and argumentative paragraphs. The study was conducted with 138 students of English Language Studies at a university in Vietnam. Results show that both approaches are effective in enhancing students’ text quality. Salient results of the current study include the following. First, the students in the PPP condition had significantly higher scores than those in the TBLT group on linguistic accuracy in the immediate posttest. Meanwhile, students in the TBLT groups had significantly higher scores than their fellow students on lexical diversity in the immediate posttest. With regard to self-regulation, the students in the TBLT condition had significantly higher scores than those in the PPP condition in the immediate posttest.
Source: Lirias
Author: Phuong Hoang Yen
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2518915508