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Article published In:
Journal of Second Language Studies
Vol. 5:1 (2022) ► pp.114–143

The impact of teaching approach on growth in L2 proficiency and self-efficacy

A longitudinal classroom-based study of TBLT and PPP

| Kindai University
| Kindai University

Despite the increasing popularity of task-based language teaching (TBLT) among researchers and teachers, further classroom-based empirical evidence is needed to support its use over more traditional teaching approaches such as presentation practice production (PPP). The argument that TBLT is ‘legislation by hypothesis’ (Swan, 2005), is yet to be completely refuted (Ellis, 2018). Four intact classes of Japanese university students taking a one-year oral English course were randomly assigned to either a TBLT or PPP teaching condition. Speaking proficiency and speaking self-efficacy were measured three times during the year to discover the differential impact of teaching approach on growth. Student interviews provided insights into their views on the different approaches. Results showed that students in TBLT and PPP classes experienced growth in both proficiency and self-efficacy, and there was no difference in final outcomes for the two conditions. However, patterns of growth for the groups were different.

Keywords: TBLT, PPP, self-efficacy, classroom interaction, speaking
Article outline
  • 1.Introduction
  • 2.Background
    • 2.1TBLT and PPP
    • 2.2Teaching approach and language proficiency
    • 2.3Self-efficacy
    • 2.4Student beliefs
  • 3.Research questions
  • 4.Methodology
    • 4.1Participants
    • 4.2Operationalization of TBLT and PPP for classroom-based research
    • 4.3Measures
    • 4.4Analyses
  • 5.Results
    • 5.1Growth in proficiency
    • 5.2Growth in SE
  • 6.Discussion
    • 6.1Proficiency and self-efficacy
    • 6.2Students’ beliefs
  • 7.Conclusion and limitations
  • References
Published online: 9 April 2021
DOI logo
https://doi.org/10.1075/jsls.20014.har
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