Task-based Learning and Language Proficiency in a Business University

Abstract

This project adds to the growing body of empirical research focusing on the effects of task-based learning (TBL) on second language acquisition. Through the design and implementation of two business English case studies, in which learning was scaffolded through a sequence of tasks, the authors argue that a TBL approach to language teaching more effectively engages students and promotes greater oral language proficiency than traditional approaches. The authors argue that guiding students to utilise and combine their existing knowledge and skills with vocabulary and structures presented in class to solve case study problems has the potential to result in greater student confidence and, subsequently, greater language proficiency. Nevertheless, various factors can significantly reduce the successfulness of TBL in this context, including disparate learner profiles in cultural and business knowledge, life experiences, motivation, as well as constraints in terms of time and institutional assessment.