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Comparing Traditional and Task-Based Approaches to Teaching Pragmatics: Task Design Processes and Learning Outcomes

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Title: Comparing Traditional and Task-Based Approaches to Teaching Pragmatics: Task Design Processes and Learning Outcomes
Language: English
Authors: YouJin Kim (ORCID 0000-0002-5741-9369), Sanghee Kang (ORCID 0000-0002-4805-7984), Meredith D'Arienzo, Naoko Taguchi (ORCID 0000-0002-4099-9678)
Source: Language Teaching Research. 2026 30(5):2631-2654.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, English (Second Language), High School Students, Teaching Methods, Writing (Composition), Electronic Publishing, Pretests Posttests, Feedback (Response), Communicative Competence (Languages), Relevance (Education), Second Language Learning, Second Language Instruction, Opinions
Geographic Terms: South Korea
DOI: 10.1177/13621688231195876
ISSN: 1362-1688
1477-0954
Abstract: The goal of the current study is twofold: (1) to demonstrate how to design authentic blog-posting tasks for Korean learners of English as a foreign language (EFL); and (2) to compare traditional (textbook-based) and task-based instruction in Korean high school students' learning of advice-giving strategies in English. Fifty high school students in Korea were assigned to either a traditional or a task-based instruction condition. The traditional group was taught advice-giving strategies using their required textbook. For the task-based instruction group, advice-giving tasks were designed simulating online Q&A communities. Participants were asked to read other high school students' blogs about their personal concerns and respond to the concerns by posting their advice in a forum. Both groups completed a background survey, a pretest, instructional treatment (a textbook exercise for the traditional condition and individual advice-giving tasks for the task-based condition), a reflection survey, and immediate and delayed posttests over three months. Both groups' pretest/posttest responses were analysed in terms of the occurrence of advice-giving strategies (e.g. expressing sympathy) based on existing coding frameworks and what students produced. In addition, linguistic forms in each strategy were coded for syntactic complexity (e.g. bi-clausal or mono-clausal constructions). The frequency of different advice-giving strategies and linguistic forms on posttests was compared between the two groups, and between the pretest and posttests for each group. The results showed that the task-based group outperformed the traditional group on the immediate posttest only. However, both groups demonstrated significant gains in advice-giving knowledge at the immediate posttest, and the learning was sustained for 8 weeks. In terms of learning complex constructions of advice-giving head acts (i.e. bi-clausal constructions), there were immediate learning benefits for the task-based group only.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508149
Database: ERIC
FullText Text:
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  Data: Comparing Traditional and Task-Based Approaches to Teaching Pragmatics: Task Design Processes and Learning Outcomes
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  Data: <searchLink fieldCode="AR" term="%22YouJin+Kim%22">YouJin Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5741-9369">0000-0002-5741-9369</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sanghee+Kang%22">Sanghee Kang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4805-7984">0000-0002-4805-7984</externalLink>)<br /><searchLink fieldCode="AR" term="%22Meredith+D'Arienzo%22">Meredith D'Arienzo</searchLink><br /><searchLink fieldCode="AR" term="%22Naoko+Taguchi%22">Naoko Taguchi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4099-9678">0000-0002-4099-9678</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(5):2631-2654.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Communicative+Competence+%28Languages%29%22">Communicative Competence (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Opinions%22">Opinions</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
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  Data: 10.1177/13621688231195876
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
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  Data: The goal of the current study is twofold: (1) to demonstrate how to design authentic blog-posting tasks for Korean learners of English as a foreign language (EFL); and (2) to compare traditional (textbook-based) and task-based instruction in Korean high school students' learning of advice-giving strategies in English. Fifty high school students in Korea were assigned to either a traditional or a task-based instruction condition. The traditional group was taught advice-giving strategies using their required textbook. For the task-based instruction group, advice-giving tasks were designed simulating online Q&A communities. Participants were asked to read other high school students' blogs about their personal concerns and respond to the concerns by posting their advice in a forum. Both groups completed a background survey, a pretest, instructional treatment (a textbook exercise for the traditional condition and individual advice-giving tasks for the task-based condition), a reflection survey, and immediate and delayed posttests over three months. Both groups' pretest/posttest responses were analysed in terms of the occurrence of advice-giving strategies (e.g. expressing sympathy) based on existing coding frameworks and what students produced. In addition, linguistic forms in each strategy were coded for syntactic complexity (e.g. bi-clausal or mono-clausal constructions). The frequency of different advice-giving strategies and linguistic forms on posttests was compared between the two groups, and between the pretest and posttests for each group. The results showed that the task-based group outperformed the traditional group on the immediate posttest only. However, both groups demonstrated significant gains in advice-giving knowledge at the immediate posttest, and the learning was sustained for 8 weeks. In terms of learning complex constructions of advice-giving head acts (i.e. bi-clausal constructions), there were immediate learning benefits for the task-based group only.
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        Value: 10.1177/13621688231195876
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      – Text: English
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