Facilitating collaborative dialogues through TBLT

Yoshiko Kozawa

Few longitudinal studies on Task-Based Language Teaching (TBLT) have been conducted in English language classrooms in Japan. This study explored TBLT with Japanese nursing students, non-English language majors. It examined (1) how nursing students perceived and engaged in TBLT classes for a year, and (2) how their speaking skills were influenced by TBLT. Toward these aims, I used both qualitative and quantitative approaches. Speaking tests and surveys were examined quantitatively, and students’ conversations were investigated qualitatively with sociocultural perspective by means of the occurrence of Negotiation for Meaning (NfM) and peer assistance. According to the surveys, students were supportive of TBLT tasks and their confidence in writing and speaking English improved. Testing results indicated that their speaking skills developed and their NfM and peer assistance improved.

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