Implementing an oral task in an EFL classroom with low proficient learners
A Micro-Evaluation
Bibliographic Data
| ID | 7155489 |
|---|---|
| Authors | Natsuko Shintani (0000-0003-3277-9736, Faculty of Foreign Language Studies , 12860 Kansai University , 3-3-35, Yamate-cho, Suita-shi , Osaka , Japan), Sora Shioji (Graduate School of Foreign Language Education and Research , 12860 Kansai University , 3-3-35, Yamate-cho, Suita-shi , Osaka , Japan), Takuro Fujita (Graduate School of Foreign Language Education and Research , 12860 Kansai University , 3-3-35, Yamate-cho, Suita-shi , Osaka , Japan), Taro Fujita (0000-0002-3547-456X, Kansai University) |
| Year | 2025 |
| Volume | 63 |
| Issue | 3 |
| Pages | 1667-1690 |
| Publication date | 2025-09-25 |
| Open Access | No |
| Type | ARTICLE |
| Venue | IRAL - International Review of Applied Linguistics in Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0019-042X • E-ISSN: 1613-4141 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/iral-2024-0180 |
| OpenAlex | W4407584899 |
| Language | EN |
| Citations received | 2 |
| References cited | 33 |
This study employed a micro-evaluation approach to investigate a task-based lesson in a Japanese secondary school with low-proficiency learners of English. A Japanese teacher implemented a task-based lesson in her four regular classes, which typically followed traditional teacher-centered instruction prior to the current investigation. The evaluation involved three components: response-based evaluation by examining language-related, meaning-related, and task-related episodes and their functions in the interactions; student-based evaluation through a questionnaire; and teacher-based evaluation via an interview. The results indicate that students valued the lesson, finding the task enjoyable and beneficial for their learning, though some found it challenging due to their limited proficiency. Students who viewed the task as an opportunity for communication in L2 tended to value the lesson, whereas those who saw the task as exercises for specific grammatical features felt otherwise. The teacher was surprised by how well her students communicated in English and expressed a desire to incorporate more tasks in the future. However, she also identified issues with the task materials and felt that pre-teaching vocabulary would have been necessary. Based on these findings, we propose several strategies to enhance the implementation of task-based lessons for young, low-proficiency students in Japan
Mathematics education · Task (project management) · Computer Science · EFL/ESL Teaching and Learning · Engineering · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
The Implementation of Communicative and Task-Based Language Teaching in the Asia-Pacific Region
Task-Based Language Teaching
Explicit Learning in the L2 Classroom
Task Repetition and Second Language Speech Processing
Focus on Form
Learner proficiency and focus on form during collaborative dialogue
Using the First Language in the Classroom
Modelling Second Language Performance
Child learners’ reflections about EFL grammar in a collaborative writing task
Task‐based language teaching
Uptake in Incidental Focus on Form in Meaning-Focused ESL Lessons
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |