The perceived effectiveness of the implementation of task-based language teaching and mediation procedures for the teaching of business presentations at a Thai university
This case study investigates the impact of task-based language teaching (TBLT) and mediation procedures on the teaching of business presentations at a university in Thailand. A task-based course was developed, which took into account national and institutional education policies regarding the development of business-related knowledge and skills and the limited English proficiency and knowledge of the business world possessed by the learners. Three core tasks, namely Describing Company Profiles, Describing Products, and Describing Trends were designed utilising Willisâ framework (Willis, 1996). The course was delivered over the course of six sessions to two groups of students (n = 22 and 25 respectively). Mixed methods data collection techniques were employed to examine 1) the appropriateness of the designed tasks, 2) the effectiveness of TBLT, 3) the effectiveness of mediation procedures integrated in task implementation and 4) suggestions for the improvement of tasks, TBLT and mediation practices. The data was collected through pre- and post-intervention questionnaires, observer and student interviews, research journals, class observation notes, and audio and video recording of class interactions from four
Payukmag, Wuttiya
LG Individual institutions (Asia. Africa)
The perceived effectiveness of the implementation of task-based language teaching and mediation procedures for the teaching of business presentations at a Thai university. This case study investigates the impact of task-based language teaching (TBLT) and mediation procedures on the teaching of business presentations at a university in Thailand. A task-based course was developed, which took into account national and institutional education policies regarding the development of business-related knowledge and skills and the limited English proficiency and knowledge of the business world possessed by the learners. Three core tasks, namely Describing Company Profiles, Describing Products, and Describing Trends were designed utilising Willisâ framework (Willis, 1996). The course was delivered over the course of six sessions to two groups of students (n = 22 and 25 respectively). Mixed methods data collection techniques were employed to examine 1) the appropriateness of the designed tasks, 2) the effectiveness of TBLT, 3) the effectiveness of mediation procedures integrated in task implementation and 4) suggestions for the improvement of tasks, TBLT and mediation practices. The data was collected through pre- and post-intervention questionnaires, observer and student interviews, research journals, class observation notes, and audio and video recording of class interactions from four
perceive effectiveness implementation task_based language_teach mediation procedure teach business presentation thai university case_study investigate_impact task_based language_teaching mediation procedure teach business presentation university thailand task_based course develop take_account national institutional education_policy regard development business related knowledge_skill limit english proficiency knowledge business world possess learner three_core task namely describing company describing describing design utilising framework course deliver course session two_group student respectively mixed_method data_collection technique_employ examine appropriateness design task effectiveness effectiveness mediation procedure integrate task implementation suggestion improvement task mediation practice data_collect pre__post intervention questionnaire observer student interview journal class observation note audio video record class interaction