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Task-based learning and students’ motivation in the Armenian classroom setting

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dc.contributor.advisor Sivasubramaniam, Sivakumar
dc.contributor.author Badalyan, Marine
dc.date.accessioned 2014-09-17T12:45:56Z
dc.date.available 2014-09-17T12:45:56Z
dc.date.created 2007
dc.date.issued 2014-09-17
dc.identifier.uri https://dspace.aua.am/xmlui/handle/123456789/634
dc.description.abstract This study attempted to explore and answer the following question: To what extent does task-based teaching/learning (TBT) motivate students and lead them to successful learning? It also intends to investigate whether the effectiveness of task completion, i.e. the outcome, depends on the fact that students carry out the tasks individually versus in groups or pairs. The data was collected through conducting various task types like information gap, reasoning gap, problem solving activities, as well as questionnaires, interviews with the students and teachers, and the field notes taken by the investigator. All these tasks were carried out in groups, pairs, individually or in whole class discussions. The experiment lasted for three weeks (seven classes). The participants of the study were students of two classes at the same level, and the teachers of the two classes. The researcher divided students into pairs or groups and switched the turns every lesson. The students filled out the closed-ended task questionnaires at the end of each lesson in order to assess the relevance and appropriateness of the tasks. At the end of the study, the students and the teachers were asked to fill out an open-ended questionnaire intended to measure the overall effectiveness of the task-based teaching approach and to examine which types of class organization were more successful in promoting and developing students’ performance. The results of the analysis indicate that a task-based approach to EFL might offer numerous benefits to the Armenian EFL learners. The findings of the study might help Armenian teachers to provide the learners with a variety of learning tasks and instructions that would give an opportunity to involve learner in a way of learning that is communicative, creative and cognitively-challenging. en_US
dc.language.iso en_US en_US
dc.subject Task-based learning en_US
dc.subject Motivation en_US
dc.subject Armenia en_US
dc.subject Classroom culture en_US
dc.subject Group work en_US
dc.subject Pair work en_US
dc.subject Individual work en_US
dc.title Task-based learning and students’ motivation in the Armenian classroom setting en_US
dc.type Thesis en_US
dc.academic.department Teaching English as a Foreign Language Program (MA TEFL)


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