Challenges of using free communication tasks in the EFL/ESL classroom.

Some of the major components of the communicative approach (1) include the use of free
communication tasks (2) and the development of students’ fluency competency.

From this perspective, it may seem like the ideal method to use when it comes to accomplishing
our teaching goals and our students’ learning objective. But, what are the challenges teachers face
when using this approach? Does the use of this method have any disadvantages? How can this
method enhance students’ production and fluency? How can a teacher include these activities in
their daily lesson plans?

As above mentioned, the use of communication tasks offer great advantages to both the teacher
and the learner since these tasks allow students to use and express their ideas freely while
interacting with other individuals.

Although these activities have been widely used by language teachers all around the world, many
have found that their usage has got several challenges, especially because of the roles teachers
must play during their execution. Unlike other approaches and activities in which teachers play a
major role in the learning process, teachers have the sole duty of facilitating the new text and
monitor the right development of the language acquisition process. Nonetheless, their duty goes
beyond facilitating new knowledge and monitoring the process, they are also responsible for
providing proper guidance to accomplish the corresponding task. Sometimes, they even have to
actively take part in the task being carried out. Therefore, one of the main challenges is to keep
control of the communication task process, for it is quite easy to lose control of the activity and
the main objective due to the nature of the activities to be performed.

It is paramount to point out that the use of these activities has its disadvantages when used
improperly. These disadvantages include chaos while students execute the task, use of native
language, lack of interest, and freedom to use the target language inappropriately.

In my own experience I have noticed that the proper use and management of these activities can
lead to amazing language acquisition achievements, no matter the current students’ level. To
accomplish oral communication and students’ interaction through the execution of these tasks,
there is an important factor that needs to be taken into account: group integration level, students’
personal needs, students’ interests, students’ goals and objectives, among others.

The knowledge of this information has allowed me to identify and select the right context,
environment, task and domain. The proper selection of these elements will ensure the provision of
meaningful input (3). Meaningful input is crucial to develop communication tasks given the fact
that it provides students the chance to experience the use of target language in different contexts
and what is more, the chance to discover their English their capability to manage language in
different contexts and domains.
For instance, it is not the same to learn numbers through repetition, than to learn them through a
well-prepared environment in which the use of numbers is key to accomplishing a specified task.
Once students discover the usefulness of the new linguistic material or the knowledge of cultural
issues, it is easy for them to internalize this knowledge into their cognitive scheme. Thus, students
will gradually be able to build more complex utterances and produce the target language
successfully in a wide range of situations and contexts.

The use of communication tasks, as well as any other activities used in the EFL/ESL, classroom
must be properly designed and prepared in advance so that it can fully achieve the main goal of
the activity.

Free communication task preparation includes the knowledge of the target group, the selection of
tasks in accordance with students’ needs and interests, the creation of an adequate learning
environment, and the selection of interesting topics and activities.

Once this information is gathered by the teacher, the design and preparation of tasks that adjust
to students’ particular needs will be easier.

Over time, there has been a great concern on the part of the EFL/ESL teachers, about keeping
control and have full management of free communication activities. That is why I would like to
give them the following pieces of advice:

* include meaningful activities.

* keep students busy at all times.

* engage students in all activities.

* encourage students while performing the tasks.

* praise students.

*inform students of the main objective of the task.

* let students know the importance of acquiring and developing language skills.

* Motivate students to use the target language.

*Provide with proper encouragement to produce the target language.

* Encourage students’ interaction.

* let students know the importance of collaborative work.

*let students know the importance of the task to develop fluency competency.

*let students know the importance of the task to develop linguistic competency.
Another concern that has arisen among language teachers is the development of fluency
competency through the use of free communication tasks. To this respect, I am quick to point out
that once students discover the usefulness of the material being learned and feel involved in the
development of the task, fluency takes place naturally given the fact that these factors provide
them with security and a sense of belonginess which will allow him to produce the target language
freely and worry free.

To sum up, the use of free communication tasks gives us the chance to create meaningful lessons
within which students develop self-confidence to produce the target language freely, participate
actively in the acquisition and construction of their knowledge and development of skills, and
discover their capability to use the target language out of the classroom.

Footnotes

1. http://www.teachingenglish.org.uk/think/knowledge-wiki/communicative-approach
2. http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
3. http://www.sk.com.br/sk-krash.html