Task-Based Learning (TBL)

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Transcript of Task-Based Learning (TBL)

Task-Based Learning (TBL)Prepared by:Edward Almazan; Jesseca Ancheta; Melvilyn Decano; Jestoni Grande

What is a task?

A task is an activity "where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.------ Jane Willis

Types of tasks1. Listing brainstorming fact-finding

Outcome:Completed list or draft mind map.

Types of tasks

2. Ordering and sorting sequencing ranking categorizing Classifying

Outcome:Set of information ordered and sorted according to specified criteria

Types of tasks

3. Comparing matching finding similarities finding differences

Outcome: Could be items appropriately matched or assembled, or the identification of similarities and/or differences.

Types of tasks

4. Problem solving analyzing real situations analyzing hypothetical situations reasoning decision making

Outcome: Solutions to the problem, which can then be evaluated.

Types of tasks

5. Sharing personal experiences narrating describing exploring and explaining attitudes, opinions, reactions

Outcome: Largely social.

Types of tasks

6. Creative Tasksbrainstorming fact-finding ordering and sorting comparing problem solving and many others

Outcome: End product which can be appreciated by a wider audience.

Some Characteristics of TasksTasks are activities in which students work purposefully towards an objective.

The objective may be one that they have set for themselves or one which has been set by the teacher.Tasks may be carried out individually or (more often) in groups.

Some Characteristics of Tasks...

Tasks may be carried out in competition with others or (more often) in collaboration. The outcome may be something concrete (e.g. a report or presentation) or something intangible (e.g. agreement or the solution to a problem).

TBA provides a structured framework for both instruction and assessment.

Task-Based Methodology FrameworkPRE-TASK




Introduction to the topic and task, and brainstorming were done here.

In this stage, preparation to the given task takes placed.

It is where the task was being performed.

Feedback, reflection, and evaluation take placed in this stage.

Principles Behind TBLClasswork is organized as a sequence of task;Tasks generate the language to be used, not vice-versa;

Principles Behind TBL

Main focus on final task to be done;TBL highlights the instrumental value of language.


As the tasks are likely to be familiar to the students (eg: visiting the doctor), students are more likely to be engaged, which may further motivate them in their learning.


In terms of interaction, information gap tasks in particular have been shown to promote negotiation of meaning and output modification.


It is more student-centered Allows more meaningful communication


Students will stay within the narrow confines of familiar words and forms. Some students can "hide" and rely on others to do the bulk of the work and learning.


Difficulty of implementing task-based teaching where classes are large and space limited and/or inflexible.