Task-Based Learning Design

Here is another post on how I’m finding English Language Teaching (ELT) methodology useful while developing other learning experiences.?

The Essence of TBLT in ELT

At the heart of TBLT lies the conviction that language learning is most effective when it is purposeful and task-oriented. Instead of focusing on abstract grammatical structures which are presented and then practiced, TBLT encourages learners to use language practically to achieve specific goals. By engaging in meaningful tasks, learners are propelled into authentic language use, mirroring real-life scenarios where language serves as a tool for communication and action. The task comes first; the language learning later.?

The Task Cycle

Task based learning has a very specific format and guiding principles. Let’s take a look.?

Pre-Task Phase:

• Introduction to the Topic and Task: The learners are introduced briefly to the topic and the task they will be completing. This might involve a discussion or exposure to materials (e.g., articles, videos) related to the task to stimulate interest and provide background knowledge.
• Planning: Learners are given time to plan their approach to the task. This planning phase can involve brainstorming ideas, researching, or outlining steps they will take to complete the task.

Task Phase:

• Execution: Learners complete the task in a setting that simulates real-life conditions as closely as possible. For example, in a language learning context, this could involve designing and conducting a survey, or building a spaghetti tower (think of all those ice-breaker tasks you've done on team-building days!). The focus is on using language (or other skills in the case of LxD) as a tool to achieve the task's objectives, and learners can use all the existing language and skills they have at their disposal.?
• Collaboration: Often, tasks are designed to be completed in pairs or groups, encouraging collaboration and communication among learners. This interaction is crucial for developing problem-solving skills and for the practical application and sharing of knowledge.

Post-Task Phase:

• Review and Feedback: After completing the task, learners present their outcomes or findings. This presentation can be followed by feedback, focusing on both the content and the process of the task, but not the language used - not yet .
• Reflection: Learners reflect on their performance, discussing what went well, what challenges they faced, and how they can improve in future tasks. This reflection can be guided by specific questions or prompts.
• Language development: This stage often involves showing learners more proficient language users completing the same task and helping them to identify language they didn’t (and can’t) currently use - this is followed by a learning cycle where students internalise the meaning and form of new language, practice it and then complete a mini-task to apply it. We can think of this as an upgrading of language and skills. The great thing is that they can see the immediate application of the new language/skills and can therefore ground their learning in experience. ?

Integrating the Task Cycle into LxD

In applying the TBLT task cycle to LxD, learners engage in tasks that mirror real-world challenges relevant to their field of study or professional practice before they learn any new stuff. For instance, in a project management course, the task cycle might involve:

• Pre-Task: Learners are introduced to a project management scenario requiring the launch of a new product. They are given resources to understand the project's scope and objectives.
• Task: Learners, possibly working in teams, develop a project plan that includes timelines, resource allocation, and risk assessment. The task requires applying project management methodologies and tools they already know.?
• Post-Task: Teams present their project plans to the class, receiving feedback on their approach, feasibility, and adherence to project management principles. Learners then reflect on their planning process, collaboration, and feedback to identify areas for improvement and gaps in their knowledge and skills.
• Upgrading: Learners then are presented with new tools, knowledge and skills to complete the product launch and work to adapt their original plan incorporating what they have learned.?

Bridging Theory and Practice: The Role of TBLT in LxD

This example illustrates how the TBLT task cycle turns a typical learning journey on its head. It can really help learners to identify their skills and knowledge gaps and it also enhances motivation as learners are active from the get-go, analysing, questioning, problematising, communicating, synthesising and hopefully having fun. The alignment with real-world experiences ensures that learning is not only more engaging but also more meaningful and effective.

Reference:?

Rod Ellis TASK-BASED LANGUAGE LEARNING AND TEACHING. Oxford University Press, 2003?