Effectiveness of Task-based and Online Approaches in English Language Learning
| المصدر: | المجلة العلمية لكلية التربية |
|---|---|
| الناشر: | جامعة ذمار - كلية التربية |
| المؤلف الرئيسي: | Jha, Noopur (Author) |
| المجلد/العدد: | ع17 |
| محكمة: | نعم |
| الدولة: |
اليمن |
| التاريخ الميلادي: |
2021
|
| الشهر: | يناير |
| الصفحات: | 69 - 82 |
| ISSN: |
2617-4294 |
| رقم MD: | 1135091 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Language Lab | ELT | Task | Based Learning | Speaking | Reading | Listening | Writing
|
| رابط المحتوى: |
عدد مرات التحميل
33
| المستخلص: |
The purpose of this study is to analyze and validate the role and effectiveness of language labs and task-based learning in the study of English Language. The effectiveness of language labs in learning a new language has been established in several studies mentioned in this paper. The scope of this paper is to investigate the effectiveness on a cohort of Indian students pursuing Bachelor of Technology in a State Private College, University of Petroleum and Energy Studies. The students attend classes once a week for two hours on language learning components based on listening and speaking. For the same cohort of 89 students, there are five evaluations, conducted every alternate week. The evaluations included three spoken or oral evaluation at the beginning of the course, middle and then end. A transcription test based on International Phonetic Alphabet and listening test based on IELTS level 5 were also a part of the evaluation basket. The same set of students taught English via lectures in classroom during the same period for which there were four evaluations. Two sets of data thus obtained, for the same sample. Appropriate statistical test was conducted to analyze the progress students made in a span of six months while taking both courses. The study compares the effectiveness of teaching English language through two delivery mechanisms- language lab and lecture. |
|---|---|
| ISSN: |
2617-4294 |
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