Using Task-based Instruction to Motivate Learning: A Case Study of EFL College Learners

• Main Authors: Yi-Wen Chen, 陳怡妏
• Other Authors: 黃月貴
• Format: Others
• Language: en_US
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/24b8dv

碩士 === 淡江大學 === 英文學系碩士班 === 97 === The purpose of this study is to examine whether Task-based Instruction (TBI) motivates students to learn and to investigate students’ perceptions of task-based activities. The subjects were sixty-two college students from the Department of Educational Technology at a private university in northern Taiwan. Both quantitative and qualitative research methods were used in this study. The instruments used in this study included a motivation questionnaire, a TBI perception questionnaire, semi-structured interviews, classroom observations and the researcher’s weekly teaching logs. The statistical results of pre-instruction and post-instruction motivation questionnaire indicated that the task-based activities enhanced the students’ self-confidence in English ability. The data collected from interviews, classroom observations and teaching logs showed that TBI promoted higher class involvement and learning motivation. The data on students’ perceptions suggested that students held positive attitudes toward TBI and thought learning English through tasks was interesting. This study suggests that TBI may be a viable alternative for teachers of EFL English Language Drill class to enhance students’ learning motivation, participation and engagement in class activities if it is adapted according to the students’ proficiency level, the teaching context and the educational setting.