Week 10: TBLT and PBL

Enhancing Language Education with TBLT and PBL

Objectives:
● Understand the principles of TBLT.
● Explore the key concepts of PBL.
● Compare and contrast TBLT and PBL.
● Discover how to implement these methods effectively.
 Task-Based Language Teaching (TBLT) differs from traditional language
instruction by utilizing tasks, rather than isolated language components, as the core
instructional unit in language classrooms (Long, 1985, 2015). Traditional methods
typically present language through discrete grammatical units, expecting learners to
synthesize these forms to convey meaning when necessary. In contrast, TBLT
prioritizes real, communication-focused tasks that inherently integrate language use
and form, aligning with learners' individual language development.
The ultimate goal of TBLT is to equip students with the
practical language skills they need for meaningful
interactions beyond the classroom (Long, 2015).
 TBLT Program Development and Implementation

Task-Based Needs Analysis:

Identify authentic language
requirements and tasks.

Grouping these Preparing

Arranging the tasks Forming the task-
identified needs into pedagogical
based on their based syllabus
overarching "target counterparts for these
relative complexity
task-types” tasks

Task-based evaluation
TBLT Cycle

Ellis, Skehan, Li, Shintani & Lambert (2019).

Advantages:

1. TBL shifts the center of the learning process from the instructor to the student,
encouraging a more learner-centered approach.
2. It offers students an alternative perspective on language, portraying it as a
practical tool rather than a fixed endpoint.
3. TBL bridges the gap between theoretical knowledge and practical, real-world
application, making learning more relevant and applicable.
4. Tasks align with the immediate requirements of learners, offering a structured
framework for creating engaging classes that cater to individual student needs.
TBLT implementation has been studied in diverse contexts worldwide, with various degrees
of success when compared to other language teaching methods (e.g., Van den Branden,
2006). However, despite the growing interest and empirical support for task-based
programs, TBLT has not been exempt from criticism (for a recent overview of criticisms and
responses, see Long, 2016).

1. TBLT overlooks grammar and vocabulary, potentially affecting language development

(Swan, 2005; Widdowson, 2003).
2. Criticisms have also arisen concerning the suitability of TBLT in specific settings, such
as secondary schools (Bruton, 2005).
3. Additionally, some scholars have questioned the compatibility of TBLT with the
sociocultural and educational contexts of certain foreign-language environments (e.g.,
Carless, 2003; Ellis, 2016a, 2016b).

Given these criticisms, there is a timely and imperative need for evidence regarding the
long-term effects of TBLT implementation in real-world language classrooms.
 PBL combines the acquisition of knowledge with practical application.
Students not only gain a deep understanding of fundamental curriculum
elements but also use their knowledge to address real-world challenges and
generate meaningful outcomes. PBL places the focus of education on the
individual student rather than the curriculum, aligning with the demands of a
globalized world that values intangible qualities such as determination,
enthusiasm, creativity, empathy, and resilience. (Markham, 2011)
 Project-based learning prioritizes extended, cross-disciplinary, and
learner-focused educational experiences. In contrast to conventional
teacher-driven classroom tasks, project-based learning frequently
requires students to independently structure their work and effectively
manage their time within the learning project. Unlike traditional inquiry-
based methods, project-based instruction stands out for its emphasis on
students either collaboratively or individually constructing tangible
representations of their learning outcomes.
In the context of project-based learning, the instructor's role is that of a facilitator. This
doesn't mean relinquishing control over the classroom or student learning but, rather, creating
an environment of shared responsibility. The instructor's task is to frame the initial question or
issue in a way that guides students towards relevant content and materials. Thorough
planning is essential. The instructor should carefully design the structural elements and
logistics of the project well in advance to minimize confusion for students when they assume
ownership of their projects.

To ensure that student projects remain on track and that students gain a deep understanding
of the concepts being explored, the instructor should establish intermittent, intermediate
goals. These milestones help regulate student progress. Students are held accountable for
meeting these goals through ongoing feedback and assessments. Continuous assessment
and feedback are vital to ensure that students stay aligned with the central question and the
core standards that the project aims to address.
PBL Critism
1. Social loafing encompasses situations where some team members
contribute inadequately, and the group as a whole might lower its
performance standards to maintain a harmonious atmosphere among
members. These authors point out that teachers, often grading only the
final product, may overlook the social dynamics at play during the
assignment (Hye-Jung & Cheolil, 2012).
2. One area of concern is that project-based learning may not be suitable
for mathematics, primarily because mathematics, especially at the
elementary level, heavily relies on skill development. Reorienting the
curriculum around broad projects might not allow students to practice
essential mathematical skills effectively. For example, mastering
quadratic expression factoring in elementary algebra demands
extensive repetition.
PBL Advantages:

1. Ownership of Learning: PBL gives students ownership of their learning. They take
responsibility for their projects, which can increase motivation and a sense of
accomplishment.
2. Problem-Solving Skills: PBL fosters critical thinking and problem-solving skills as students
work through complex, authentic problems. They learn to analyze, synthesize, and apply
knowledge in practical scenarios.
3. Collaboration: PBL promotes collaboration and teamwork. Students often work in groups,
learning how to communicate effectively, delegate tasks, and work together to achieve
common goals.
4. Long-Term Retention: The hands-on and inquiry-based nature of PBL helps students retain
knowledge for longer periods because they are more deeply engaged with the material.
Similarities:

Task-Based Language Teaching (TBLT) and Problem-Based Learning (PBL) are both
student-centered educational approaches that share some similarities:

Authentic Learning: Both TBLT and PBL emphasize authentic learning experiences.
TBLT encourages language acquisition through practical, real-world tasks, while
PBL focuses on solving real-world problems or exploring authentic issues. In both
cases, the learning is closely connected to real-life situations.
Student-Centered: Both TBLT and PBL shift the focus
from the teacher to the student. In TBLT, students are
encouraged to use the target language for
communication, and in PBL, students take the lead in
investigating and addressing problems or issues. In both
cases, students play an active role in their learning.
Active Engagement: TBLT and PBL both engage students
actively in the learning process. In TBLT, students actively
participate in language tasks, and in PBL, they actively work on
solving problems or exploring issues. In both approaches,
students are not passive recipients of information but are
actively involved in their learning.
Differences

Task-Based Language Teaching (TBLT) and Problem-Based Learning (PBL) are distinct
teaching methodologies, each with its own focus and application. Here are the key differences
between the two:

Context:
● TBLT: TBLT is predominantly used in language classrooms and is centered around
language acquisition. It's often used in language courses to help students improve
their language skills.
● PBL: PBL is used in various educational settings, including medical schools,
engineering programs, and other disciplines. It's not limited to language learning but
can encompass any subject where problem-solving and critical thinking are
essential.
Assessment:
● TBLT: Assessment in TBLT typically focuses on language
proficiency and the ability to complete language tasks
successfully. It may involve evaluating speaking, listening,
reading, and writing skills.
● PBL: Assessment in PBL is often more holistic and focuses
on critical thinking, problem-solving, and the ability to apply
knowledge to real-world situations. Language proficiency
may be assessed, but it's not the primary focus.
Learning Outcome:
● TBLT: The primary goal of TBLT is to enhance language proficiency
and communication skills. Learners engage in tasks that require
them to use the target language effectively in real-world scenarios.
● PBL: PBL aims to develop critical thinking, problem-solving, and
research skills, with the focus on solving complex, real-world
problems. Language learning may be a component of PBL, but it's
not the sole focus.
Examples:

TBLT

Scenario: Teaching English to high school students.

Example Task: Students are given the task of planning a weekend

trip to a neighboring city. They need to create an itinerary, book
accommodations, and budget their expenses. This task encourages
them to use English for real-life purposes, such as making
reservations and discussing travel plans.
Examples:

TBLT

Scenario: Teaching a beginner-level French class to college students.

Example Task: Students are tasked with creating a restaurant dialogue

where they play the roles of a customer and a waiter. They need to use
French to order food, ask questions about the menu, and engage in basic
restaurant interactions. This task not only enhances their language skills
but also prepares them for real-world scenarios when dining at French-
speaking restaurants.
Examples:

PBL

Scenario: Teaching science to middle school students.

Example Problem: Students are presented with a scenario where a river

in their town has become polluted, and the local fish population is
declining. They need to investigate the causes of pollution, assess its
impact on the ecosystem, and propose solutions to address the issue.
This problem encourages students to apply scientific knowledge and
problem-solving skills to a real environmental challenge.
Examples:

PBL

Scenario: Teaching environmental science to middle school students.

Example Problem: Students are presented with a local environmental

issue, such as a decline in the bird population in a nearby park. They
need to investigate the problem by studying the park's ecosystem,
collecting data on bird populations, and proposing solutions to improve
the habitat. This problem engages students in ecological research, data
analysis, and problem-solving to help protect the local environment.
Bruton A. (2005). TBLT for the State secondary school classroom? Language Learning Journal, 31,
55–68.
Carless D. (2003). Factors in the implementation of task-based teaching in primary schools. System,
31, 485–500.
Ellis R. (2016a). ‘Focus on form’: Past and present. Plenary at The Second Language Research
Forum (SLRF), New York, USA.
Ellis R. (2016b). Focus on form: A critical review. Language Teaching Research, 20, 405–428.
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Introduction. In Task-Based Language
Teaching: Theory and Practice (Cambridge Applied Linguistics, pp. 1-26). Cambridge: Cambridge
University Press. doi:10.1017/9781108643689.003
Long M.H. (1985) A role for instruction in second language acquisition: Task based language
teaching. In Hyltenstam K., Pienemann M. (Eds.), Modeling and assessing second language
development (pp. 77–99). Clevedon: Multilingual Matters
Long M.H. (2005). Second language needs analysis. Cambridge: Cambridge University
Swan M. (2005). Legislation by hypothesis: The case of task-based instruction. Applied Linguistics,
26, 376–401.
Van den Branden K. (2006). Task-based language education: From theory to
practice. Cambridge: Cambridge University Press.
Widdowson H.G. (2003). Defining issues in English language teaching. Oxford:
Oxford University Press, 111–133.
Long M.H. (2016). In defense of tasks and TBLT: Nonissues and real issues.
Annual Review of Applied Linguistics, 36, 5–33.
Markham, T. (2011). Project-Based Learning. Teacher Librarian, 39(2), 38-42.
Tawfik, Andrew A.; Gishbaugher, Jaclyn J.; Gatewood, Jessica; Arrington, T.
Logan (2021-08-17).
"How K-12 Teachers Adapt Problem-Based Learning Over Time". Interdisciplinary
Journal of Problem-Based Learning. 15 (1).