Features of Task-Oriented English Lessons in Junior High Schools

Abstract

This study investigates the characteristics of task-oriented English classes in junior high schools by examining first-year English classes employing identical teaching materials under both Task-Based Language Teaching (TBLT) and Presentation-Practice-Production (PPP) methodologies. Three methods were utilized: classroom observations, learner questionnaire surveys, and analysis of writing assignments. The findings are summarized in four key points. First, analysis of the TBLT classes revealed a high frequency of group activities, minimal focus on language forms, and a strong emphasis on communication. Second, regarding learners' perceptions of TBLT, results showed a heightened sense of purpose in speaking English and generally positive attitudes toward the activities, although some learners found the tasks challenging. Third, responses to open-ended questionnaire items suggested that TBLT may facilitate deeper learning compared to PPP. Finally, an analysis of learner performance indicated no significant differences in complexity, accuracy, and fluency (CAF) scores between TBLT and PPP, suggesting that TBLT can achieve comparable outcomes to PPP without explicit instruction or practice of grammar and expressions.