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Comparing task-based instruction and traditional instruction on task engagement and vocabulary development in secondary language education.

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Title: Comparing task-based instruction and traditional instruction on task engagement and vocabulary development in secondary language education.
Authors: Halici Page, Merve (AUTHOR), Mede, Enisa (AUTHOR)
Source: Journal of Educational Research. May2018, Vol. 111 Issue 3, p371-381. 11p. 5 Charts.
Subjects: Vocabulary ability testing, English as a foreign language, Personality & motivation, Data analysis, Data modeling
Abstract: The purpose of this study was to investigate and compare the impact of task-based instruction (TBI) and traditional instruction (TI) on the motivation and vocabulary development in secondary language education. The focus of the study was to also find out the perceptions of teachers about implementing these two instructional methods in their teaching practices. The participants were 97 students and 2 teachers engaged in the 7th grade EFL program at a private school in Istanbul, Turkey. Data was collected quantitatively from a vocabulary check test and motivation scale, as well as qualitatively from semistructured interviews. The findings revealed that implementing TBI had positive impact on students' vocabulary development as well as their motivation. In line with these findings, it was also suggested that teachers perceived TBI to be a more effective method to be incorporated in secondary grade language practices. Based on the gathered findings, suggestions for redesigning and implementing the existing 7th grade EFL program were provided. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Comparing task-based instruction and traditional instruction on task engagement and vocabulary development in secondary language education.
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  Data: <searchLink fieldCode="AR" term="%22Halici+Page%2C+Merve%22">Halici Page, Merve</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mede%2C+Enisa%22">Mede, Enisa</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. May2018, Vol. 111 Issue 3, p371-381. 11p. 5 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Vocabulary+ability+testing%22">Vocabulary ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+%26+motivation%22">Personality & motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Data+modeling%22">Data modeling</searchLink>
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  Label: Abstract
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  Data: The purpose of this study was to investigate and compare the impact of task-based instruction (TBI) and traditional instruction (TI) on the motivation and vocabulary development in secondary language education. The focus of the study was to also find out the perceptions of teachers about implementing these two instructional methods in their teaching practices. The participants were 97 students and 2 teachers engaged in the 7th grade EFL program at a private school in Istanbul, Turkey. Data was collected quantitatively from a vocabulary check test and motivation scale, as well as qualitatively from semistructured interviews. The findings revealed that implementing TBI had positive impact on students' vocabulary development as well as their motivation. In line with these findings, it was also suggested that teachers perceived TBI to be a more effective method to be incorporated in secondary grade language practices. Based on the gathered findings, suggestions for redesigning and implementing the existing 7th grade EFL program were provided. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2017.1391163
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        Text: English
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      – SubjectFull: Vocabulary ability testing
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      – SubjectFull: English as a foreign language
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      – SubjectFull: Personality & motivation
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              Text: May2018
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