Evaluating task-based syllabus for EFL learners

This research is an evaluation of the effectiveness of task-based syllabus on EFL learners’ language competence at a private university in Vietnam educational context. This research resorts to questionnaire survey, semi-structured interview, and pretest and posttest as instruments for data collectio...

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Bibliographic Details
Published inBrazilian English language teaching journal Vol. 4; no. 1; pp. 58 - 85
Main Authors Luu, Hoang Mai, Luu, Thi Bich Ngoc
Format Journal Article
LanguageEnglish
Published Editora da Pontifícia Universidade Católica do Rio Grande do Sul (EDIPUCRS) 01.01.2013
Subjects
inglês - aprendizagem
inglês - ensino - estudantes estrangeiros - avaliação
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Summary:This research is an evaluation of the effectiveness of task-based syllabus on EFL learners’ language competence at a private university in Vietnam educational context. This research resorts to questionnaire survey, semi-structured interview, and pretest and posttest as instruments for data collection. The research findings revealed that a strength of the current task-based syllabus is the match between lesson topics and students’ expectations. However, the syllabus still created difficulties for students including insufficient vocabulary, unfamiliar structures, and lack of life knowledge. The effect of teaching with task-based syllabus on students’ language performance is also reflected through a significant difference in mean scores between the pretest and the posttest. This research provides an insight into the effectiveness of English teaching through task-based syllabus at a private university in Vietnam setting. It implies to teachers that they need to be sustainable change catalysts for more interesting syllabus for learners
ISSN:2178-3640