Engaging Online Learners with Task-Based Language Teaching During Covid-1

Rizki Dian Retno, S.Pd.

Abstract
In this unexpected situation, the Covid-19 epidemic caused a quick shift to online
education, forcing teachers to use a variety of unconventional or even unusual teachin
g approaches. This sudden shift to online education has drastically affected our teachi
ng techniques, requiring teachers to either abandon or significantly adapt traditional te
aching methods. Many teachers' main worries about online teaching is how to maintai
n students' attention and keep them interested in the virtual classroom. Another difficu
lty has been getting pupils to interact with one another and with the teacher. Task-Bas
ed Language Teaching (TBLT), according to the authors of this article, addresses thes
e problems head-on. This article shows how, at a time when learners may be dealing
with anxiety and chaos in other areas of their life, an emphasis on language task engag
ement is critical in both online and offline language learning environments. It demons
trates a model of linguistic task involvement, as well as why and how, how instructors
may utilize technology to help students succeed in the current crises and in the future.

Introduction
In this unanticipated environment, the Covid-19 epidemic caused a quick shift to
online education, forcing teachers to use a variety of unconventional or even unusual t
eaching approaches. Teachers have forced to either totally abandon traditional teachin
g techniques or adjust them in major ways as a result of this sudden shift to online inst
ruction. In the current environment, new-age digital technologies are striving to fulfill
every educational demand. Teachers have been able to improve their pupils' language
learning abilities because to innovative software and high-tech platforms.Furthermore,
Covid-19's forced remote teaching has driven educators, institutions, and organization
s to immediately update teaching technology and raise knowledge of how they may be
modified and integrated into their specific settings.
Task Based Language Teaching (TBLT) has produced encouraging results among
the various approaches utilized for online language learning. Though TBLT is not a n
ovel form of language instruction, there has been little study on its use in virtual envir
onments. Let's start with a definition of TBLT and then talk about how it may be used
with technology in online learning.

Review of Related Review

Definition of Task-Based Language Teaching
Task-based Language Teaching, as the name suggests, relies entirely on
communicative tasks, and has its roots in the Communicative Language Teaching
method and Second Language Acquisition (SLA) studies (Samuda & Bygate, 2008).
TBLT developed as a practical alternative for getting beyond limitations of method
techniques. Educators noted that students were unable to communicate effectively in
English despite having learned the knowledge and application of grammatical forms
taught in the Presentation, Practice, Production (PPP) method.. Many researchers and
academicians have adopted TBLT as a result of Prabhu's (1987) success in his
Communicational Teaching Project in Bangalore's primary and secondary schools,
because this technique focuses nearly exclusively on meaning rather than grammatical
structures. Language acquisition is not viewed by TBLT as internal processing
including grammatical systems, expressions, and vocabulary. Instead, proponents of
TBLT think that learners may readily learn a language if they go through meaningful
tasks that force them to utilize the target language in real-life situations (Long, 1985;
Samuda & Bygate, 2008). Tasks and results should have some sort of practical value
and application. Rod Ellis, a proponent of TBLT, also highlights that TBLT can assist
learners acquire language by accident when they utilize language as a meaning-
making tool in tasks.

A Task in Task-Based Language Teaching

Different scholars have defined a 'task' in different ways. According to the Long
man Dictionary of Applied Linguistics (2010), a task is "an activity meant to assist in
the achievement of a certain learning goal" (p. 584). Long defines a task as "a piece of
work done for oneself or for others, willingly or for a reward" (1985, p. 89). In other
words, a task might be many diverse things that individuals perform in their everyday
lives, and'real-world' activities should have some apparent relevance. A task, accordin
g to Prabhu (1987), is “an activity that required learners to arrive at an outcome from
given information,” whereas a task, according to Breen (1987), is a “structured langua
ge learning endeavor” (p. 23) that refers to a variety of workplans, ranging from simpl
e exercises to complex long activities like problem-solving. He also claims that assign
ments are the greatest way for professors and students to collaborate on course conten
t (Breen, 1989).
Willis (1996) defined task as a "goal-oriented activity" (p. 53) in which the learne
r uses the target language to achieve a communicative objective. According to Skehan
(1996), a task is an activity with meaning as its primary emphasis; tasks should be rela
ted to real-world activities, and task evaluation is based on the task's outcome. Accord
ing to Lee (2000), a task is a classroom activity in which students attain a goal only by
engaging with one another via language and focused on the exchange of meaning."A
workplan that challenges learners to analyze language pragmatically in order to
accomplish an objective," according to Ellis (2003). (p.16). Nunan (2004) defines a
task as follows:

a piece of classroom work that involves learners in comprehending,

producing or interacting in the target language while their attention is
focused on mobilizing their grammatical knowledge in order to express
meaning, and in which the intention is to convey meaning rather than to
manipulate form (p. 4)

He also distinguishes between instructional and real-world or goal tasks.

Pedagogical tasks represent the use of language in the real world outside of the
classroom, whereas target tasks denote the use of language in the classroom duties
that are carried out in the classroom "A task" is defined by Van den Branden (2006)
as "an activity in which one participates."which a person engages in in order to
achieve a goal and which requires the application of linguistics" (p. 4). Lai and Li
claim that (2011), “Tasks should be holistic tasks in which students utilize their
language, (cross-) cultural, and communicative resources to attain a nonlinguistic goal
by stretching their linguistic, (cross-) cultural, internet-based communication, and
digital literacy skills” (p. 501). Whatever definition is used, the underlying common
qualities of tasks are that they are meaning-oriented, communicative in nature, and
take into account both a learner's cognitive and language abilities.

Task-based Learning Models

Different types of TBLT can be identified based on how tasks are employed. Willis
(1996) proposes a model that includes pre-task, task-cycle, and linguistic emphasis.
Jane and Dave Willis' updated model (Willis & Willis, 2007) has pre-tasks, tasks, and
post-tasks. Long (2015), Norris (2009), and Van den Branden, Bygate, and Norris
(2009), on the other hand, have pedagogic tasks ordered in order of difficulty (as
mentioned in González-Lloret, 2014). This approach, on the other hand, includes
requirements analysis, task selection and sequencing into pedagogic tasks, production
of materials and instruction, teaching, assessment, and program evaluation (Norris,
2009). It's worth noting that Ellis (2003) believes that for foreign language learners, a
strategy focused on 'themes' or'topics' is more beneficial than a needs-based approach
(as Long suggests). Despite the fact that several models have been advocated by
TBLT proponents, the models of Ellis (2003) and Willis and Willis (2007) were used
for this study.

Online Learning Process

The fast advancement of information and communication technology has
prompted a number of educational institutions to adopt an online learning system in
order to improve the efficacy and flexibility of learning (Putri & Sari, 2020).
Technology, when equipped with the internet, can quickly transmit knowledge all
over the world; this implies that the internet in online learning plays a critical role in
the field of education (Mandasari & Aminatun, 2019). Learning material may be
accessible at any time and from any location with online learning, and it can be
enhanced with a variety of learning materials, including multimedia, that can be easily
refreshed by the instructor.
Web-based learning provided via the Internet or accessible through an intranet or
extranet is what many academics refer to when they talk about online learning (Chiu,
Chiu & Chang, 2007). Teaching and learning using asynchronous and synchronous
communications through the Internet and multimedia has been classified as online
learning in higher education. It's interactive, and it's been praised with helping
children develop higher-order thinking abilities (Hazari & Johnson, 2007)
According to Thornton (2004), while online learning is a technology that may
improve teaching and learning abilities, its success is dependent on how it is utilized.
It has been shown that much poor online learning implementation still occurs in
practice. Three primary elements that impact the efficacy of online learning, including
technology, teacher qualities, and student characteristics, are still valid today,
according to prior studies (Dillon & Gunawardena, 1995).
Online learning, according to Dabbagh & Ritland (2005:15), is an open learning
environment with dispersed pedagogic tools, the internet, and network-based
technology to support learning and create knowledge via action and interaction.
Online learning refers to learning that may take place anywhere and at any time,
depending on the needs of the human resources (instructors, lecturers, instructors, and
students) who conduct these online learning activities.
The writer concludes that online learning is education that takes place via the
Internet based on the preceding description. Online learning may also be described as
taking classes online rather than in a traditional classroom. It may be used to improve
the efficiency and adaptability of learning. Learning material may be accessible at any
time and from any location through online learning, in addition to content that can be
enhanced with other learning resources such as multimedia that can be accessed
rapidly in an open, flexible, and dispersed learning environment.
Advantages and Disadvantages of Online learning
The benefits of online learning include the ability to provide flexibility,
interaction, speed, and visualization through the use of diverse media (Sudjana, 2005;
Oktaviani and Mandasari, 2020). According to Tjokro (2009), online learning has
many advantages, including: it is easier to absorb, because it uses multimedia
facilities such as images, text, animation, sound, and videos; it is much more cost
effective, because there is no need for an instructor; it is much more concise, because
it does not contain a lot of class formalities; it is available in 24 hours; and it is
available in 24 hours.
The drawbacks of online learning include a lack of connection between learners
and students, or even amongst students themselves; this propensity to overlook
academic and social elements, and vice versa, resulting in the rise of business and
commercial features. The teaching and learning process skews toward training rather
than education, necessitating a shift in learning roles from the original masters of
traditional learning approaches to those who are familiar with ICT-based learning
techniques (information, communication, and also technology).

Methods
During the covid-19 epidemic in Goody English, the writer utilized descriptive
qualitative research to focus on the adoption of task-based in online learning. The
observation of participants and the collection of documents and information relevant
to the execution of task-based assignments in online learning were the major data in
this study's data collection process. The writer conducted an observation in order to
get information on certain key emphasis points. The observation was conducted once
during the online learning session using attendance.

Findings and Discussion

Some activities have been developed by the authors utilizing existing coursebook
materials that are combined with technology in order to strengthen the productive
abilities (speaking and writing) of Goody English students, based on the basic
concepts of TBLT and Willis's model of TBLT a virtual learning environment. The
challenges were not created with a specific language focus in mind, but the goal is to
help EFL students understand textbook subjects and be able to apply what they've
learned, speak about such subjects.

This task requires learners to listen to a text presented by the teacher to get the main
ideas on the topic ‘Weather’. Students work in pairs/small groups to practice the given
questions on weather and take turns to report their answers to the rest of the class after
the pair/group work.

Lesson Plan One – adapted from Pathways 3 – Listening and Speaking (Chase & Joh
annsen, 2012)
Learner level: Kids
Aims (Task outcome)
• How is the weather today?
• Finally, decide how is the weather today, by using the proper grammar form

Extra questions:
• What is the season?
• What is your favorite season?
This task-based lesson consists of three stages: pre-task, task-cycle and language
focus. Along with the stages, the technologies that could be used are also mentioned.
Please note that this list is not exhaustive. Since there are numerous technologies, the
issue is not which technology to choose, but how skillfully we put the technological
tool we know into use at various stages.

Pre-Task
Introduction to topic and task Student Technologies that can be
activity used

Setting the context – five minutes Students Web conferencing

Teacher introduces the topic of weather by respond to platform – MS
showing the pictures. Teams/Zoom/Google
pictures of different weather situation , Meet
pictures of clouds, sun etc. Students Show pictures in the
The teacher arouses students’ interest and give book or on
activates their PowerPoint.
their schemata by asking the following responses
questions: based on
What do you notice about the picture? their
What is something unique about those experiences.
picture?

Vocabulary activity – 10 minutes They learn

The teacher elicits useful words and certain new
phrases, words from
other
Focus: preparing students for the main task students
by drawing /teachers.
their attention to learning new vocabulary,
phrases, and
the context. Students
The teacher sets the task and gives task notice some
instructions relevant
words /
Listening activity – 10 minutes phrases
The teacher will introduce a listening task about
(noticing the topic.
task) to students to explicitly provide them
language Students
clues that will help them in the main task, notice the
vocabulary
in
context and
use them in
their and
others’
answers

Task Cycle
 In the task phase, the actual task will be
performed by the students in groups of
three or four

Task Planning Report

Students plan to Students They take Students
describe the plan turns to notice the
weather what present vocabulary in
They brainstorm they will their context used
ideas and discuss tell in report to by others and
with their peers. the class the use them in
whole their
The group. answers
teacher
monitors Teacher In the
and give guides reporting
some turn- session,
help taking, students
notices benefit from
the their own
language learning and
to give from their
corrective peers’
feedback presentations.

Language Focus
Analysis Practice
Teacher reviews In this stage, the Students e.g. Kahoot
new words and teacher asks students know their
forms/errors that to repeat the task to mistakes in
came up in the improve their using new
report stage. These awareness of language words,
will be informed use. forms/errors
orally and typed in reports
simultaneously. The teacher may given by
The teacher will conduct an interactive their peers
elicit the correct online quiz to and
answers/forms by reinforce vocabulary themselves
various techniques and correct
such as recasting them.
Students
Encourage learners repeat the
to compare their task with
task performance. fewer
mistakes

These task-based examples, according to the authors, allow students to complete t

he tasks using their existing resources. During the pre-task, students will not be comp
elled to utilize the language supplied by the teacher, but will be encouraged to conside
r the requirements. To increase task performance in the repetition task, linguistic char
acteristics were used. As TBLT's main emphasis, the instructor can strike a balance be
tween the two by focusing on communication and fluency allowing for good guidance
at the appropriate phases of the work. The tasks listed above demonstrate how courseb
ooks' assignments might be changed/edited to fit different topics/contexts.

Conclusion
Teachers should use textbooks that allow for some flexibility, modify materials to
make activities into appropriate tasks, and observe how students use language with
the available linguistic and non-linguistic resources, according to the authors, in order
to improve student interaction and engagement in virtual classes. It is critical to repeat
activities in order to track progress and determine what may be done better next time.
If educators put these concepts into practice, a technology-mediated task-based
collaborative approach might show to be a viable educational framework for
enhancing students' language abilities and establishing the advantages of a
technology-mediated task-based collaborative approach.

References

Barkley, E. F., Howell Major, C., & Cross, K. (2014). Collaborative Learning
Techniques: A Handbook for College Faculty (2nd ed.). San Francisco: Jossey-
Bass.
Breen, M. (1987). Learner contributions to task design. In C. Candlin, & D. Murphy,
(Eds.), Language Learning Tasks (pp. 23-46). Englewood Cliffs NJ: Prentice-
Hall.
Breen, M. (1989). The evaluation cycle for language learning tasks. In R. K. Johnson,
(Ed.). The second language curriculum. Cambridge: Cambridge University Press.
Brooks, M. (2010). Q: Skills for Success - Listening and Speaking 2. Oxford: Oxford
University. Press.
Carless, D. (2007). The suitability of task-based approaches for secondary schools:
Perspectives from Hong Kong. System, 35(4), 595-608
Chase, B.T., Johannsen, K.L. (2012). Pathways 3: Listening, speaking and critical
thinking. Independence, KY: Heinle Cengage.
Colpin, M., & Gorp, K.V. (2007). Task-based writing in primary education: The
development and evaluation of writing skills through writing tasks, learner and
teacher support. In K. Van den Branden, K. Van Gorp, & M. Verhelst, M. (Eds.),
Tasks in action: Education from a classroom-based perspective (pp. 194–234).
Cambridge, UK: Cambridge University Press.
Doughty, C., & Long, M. H., (2003). The handbook of second language acquisition.
Oxford, England: Blackwell.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford
University Press.
González-Lloret, M. (2003). Designing task-based CALL to promote interaction: En
busca de Esmeraldas. Language Learning & Technology, 7(1), 86-104. Retrieved
from http://llt.msu.edu/vol7num1/gonzalez/default.html
Lai, C., & Li, G.F. (2011). Technology and task-based language teaching: A critical
Review. CALICO Journal, 28, 498–521.
Lee, J. F. (2000). Tasks and communicating in language classrooms. Boston, MA:
McGraw-Hill.
Lee, L. (2001). Online interaction: negotiation of meaning and strategies used among
learners of Spanish. ReCALL, 13 (2), 232-244.
Lee, L. (2010). Fostering reflective writing and interactive exchange through blogging
in an advanced language course. ReCALL, 22 (2), 21
Long, M. H., & Doughty, C. J. (eds.). (2009). Handbook of language teaching.
Oxford: Blackwell.
Long, M. (2015). Second language acquisition and task-based language teaching.
Chichester, UK: John Wiley & Sons
Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students’ perceptions of
online writing: Simultaneous implementation of a forum, blog, and wiki in an
EFL blended learning setting. System,38 (2), 185–199.
https://doi.org/10.1016/j.system.2010.03.006
Norris, J. M. (2009). Task-based teaching and testing. In M. H. Long, & C. J.
Danielhty (Eds.), Handbook of language teaching (pp. 578–594). Oxford, UK:
Blackwell.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge
University Press.
Prabhu, N. S. (1987). Second language pedagogy: a perspective. Oxford: Oxford
University Press.
Reinders, H., & White, C. (2010). The theory and practice of technology in materials
development and task design. In N. Harwood (Ed.), Materials in ELT: Theory
and practice (pp. 58-80). Cambridge: Cambridge University Press.
Reinhardt, J. (2020). Metaphors for social media-enhanced foreign language teaching
and learning. Foreign Language Annals, 53(2), 234-242.
https://doi.org/10.1111/flan.12462
Richards, J., & Rodgers, T. (2004). Approaches and methods in language teaching.
Cambridge: Cambridge University Press
Skehan, P. (1996). A framework for the implementation of task-based instruction.
Applied linguistics, 17(1), 38-62. https://doi.org/10.1093/applin/17.1.38
Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1–14.
doi:10.1017/ S026144480200188X
Thomas, M. (2013). Task-based language teaching and CALL. In M. Tomas, H.
Reinders, & M. Warschauer (Eds.), Contemporary computer-assisted language
learning (pp. 341–58). London,UK: Continuum.
Thomas, M., & Reinders (Eds.). (2010). Task-based language learning and teaching
with technology. London, UK: Continuum.
Tusino, T., Faridi, A., Saleh, M., & Fitriati, S. (2020). Student Engagement in Hybrid
TaskBased Language Teaching in EFL Writing Class. Proceedings of the 5th
International Conference on Science, Education and Technology, ISET 2019,
29th June 2019, Semarang, Central Java, Indonesia
http://dx.doi.org/10.4108/eai.29-6-2019.2290384
Van den Branden, K. (2006). Task-based language teaching: From theory to practice.
Cambridge: Cambridge University Press
Van den Branden, K., Bygate, M., & Norris, J. M. (Eds.). (2009). Task-based
language teaching: A reader. Amsterdam, The Netherlands: John Benjamins.
Willis, J. (1996). A Framework for Task-based Learning. Oxford: Longman.
Willis, D., & Willis, J. (2007). Doing Task-Based Teaching. Oxford: Oxford
University Press.
Willis, D., & Willis, J. (2011). Task-based learning and learner motivation. On Task,
1(1), 7. Writing Guide, Level 4. (2018), Nizwa College of Technology, Oman.
Ziegler, N. (2016). Taking Technology to Task: Technology-Mediated TBLT,
Performance, and Production. Annual Review of Applied Linguistics, 36, 136–
163. https://doi.org/10.1017/S0267190516000039