Examining the Effects of Presentation-Practice-Production and Task-Based Language Teaching on Speaking Proficiency of EFL Learners
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| Veröffentlicht in: | Journal of Language Teaching and Research vol. 16, no. 4 (Jul 2025), p. 1067-1074 |
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Academy Publication Co., Ltd.
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| 022 | |a 1798-4769 | ||
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| 024 | 7 | |a 10.17507/jltr.1604.02 |2 doi | |
| 035 | |a 3229255373 | ||
| 045 | 2 | |b d20250701 |b d20250731 | |
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| 100 | 1 | |a Tomita, Miho |u Department of Business Design, Faculty of Global Business, Showa Women's University, Japan | |
| 245 | 1 | |a Examining the Effects of Presentation-Practice-Production and Task-Based Language Teaching on Speaking Proficiency of EFL Learners | |
| 260 | |b Academy Publication Co., Ltd. |c Jul 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Recently, task-based language teaching (TBLT), like many other pedagogical innovations, has been widely adopted and implemented in numerous language classrooms across Japan. However, in actual classrooms, many teachers still use drills and exercises or rely on the presentation-practice-production (PPP) framework to prevent the "fossilization of students errors". This study aims to compare the effectiveness of PPP and TBLT approaches in Japanese EFL-speaking classes, focusing on accuracy and fluency development. The participants were Japanese EFL students, both male and female, with an average age of 20. They were randomly assigned to the PPP and TBLT groups. Evaluation of learners' completion of the speaking pretest, immediate posttest, and delayed posttest activities in both groups revealed that both approaches had an impact on both immediate and long-term results (one week). In particular, TBLT lessons appeared to be more effective than PPP lessons in improving learners' fluency. However, students in the PPP group outperformed those in the TBLT group in terms of accuracy on both the immediate and delayed posttests. | |
| 651 | 4 | |a Japan | |
| 653 | |a Pedagogy | ||
| 653 | |a Accuracy | ||
| 653 | |a Students | ||
| 653 | |a Language acquisition | ||
| 653 | |a Teaching methods | ||
| 653 | |a Fluency | ||
| 653 | |a Communication | ||
| 653 | |a English as a second language | ||
| 653 | |a Speaking | ||
| 653 | |a Performance evaluation | ||
| 653 | |a Teachers | ||
| 653 | |a Skills | ||
| 653 | |a Grammar | ||
| 653 | |a Japanese language | ||
| 653 | |a Classrooms | ||
| 653 | |a Second language learning | ||
| 653 | |a Learning outcomes | ||
| 653 | |a English proficiency | ||
| 653 | |a Task-based language teaching | ||
| 653 | |a Language instruction | ||
| 653 | |a Reading comprehension | ||
| 653 | |a Listening | ||
| 653 | |a Phonetics | ||
| 653 | |a Education | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Production | ||
| 653 | |a Errors | ||
| 653 | |a Teaching | ||
| 653 | |a Competence | ||
| 653 | |a Delayed | ||
| 653 | |a Innovations | ||
| 653 | |a Language | ||
| 653 | |a Groups | ||
| 773 | 0 | |t Journal of Language Teaching and Research |g vol. 16, no. 4 (Jul 2025), p. 1067-1074 | |
| 786 | 0 | |d ProQuest |t Career & Technical Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3229255373/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3229255373/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3229255373/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |