TASK BASED LANGUAGE TEACHING AS AN ALTERNATIVE ASSESSMENT IN MULTILINGUAL CLASSES
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Authors: Özge Öztürk
Keywords: task based language teaching, grammar teaching, adult learners, alternative assesment techniques
Abstract: Though there is global interest in the value of Task Based Language Teaching (TBLT) to foster worthwhile language learning, there is also diversity in the educational scope, practical applications, and research associated with the name. In the present study, how EFL instructors regard the use of task-based performance assessment and also students' attitudes towards its implementation were investigated. The aim of this paper is to define the attitudes of EFL instructors and students. It is also aimed to explain example tasks for assessing grammar as a language learning component and the key underpinnings of task-based grammar instruction. With these aims, 65 EFL Instructors, who work at Uludağ University School of Foreign Languages, were given a questionnaire as a data collection instrument. The students who study at Uludağ University School of Foreign Languages including elementary, pre-intermediate and intermediate levels were given the same questionnaire to get relevant feedback. The questionnaire aimed at measuring the attitudes towards task-based language learning. Additionally, the presentation includes sample holistic tasks for the assessment of specific grammar subjects to give ideas about experiential learning. These tasks were performed during 2017-2018 fall and spring semester at Uludağ University. They were used as an alternative assessment to quizzes and to create experience based opportunities for language learning. The findings of the study revealed that nearly all participants regarded task-based assessment as an invaluable tool for their teaching and learning. They had moderately positive attitudes towards using it for academic purposes. There were some significant aspects regarding preparation and implementation process. The positive aspects of task-based assessment are higher than negative aspects and at that point some further revisions are needed for the implementation part. The results of this study have pedagogical implications for language education, English teachers and alternative assessment types. Task based language teaching (TBLT) is an approach to foreign language teaching. This paper discusses the learning outcomes in the form of "tasks" -what learners are able to do with the language. This paper gives ideas about successful tasks regarding the assessment of grammar as a language component including various levels and then discusses the attitudes towards TBLT and the outcomes of it.