Unlocking Cognitive Potential: Exploring the Transformative Power of Task-Based Instruction in Tertiary Language Education

Autor/in	Eslit, Edgar R.
Titel	Unlocking Cognitive Potential: Exploring the Transformative Power of Task-Based Instruction in Tertiary Language Education
Quelle	(2023), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Transformative Learning; Task Analysis; Second Language Learning; Second Language Instruction; Teaching Methods; Authentic Learning; Personal Autonomy; Foreign Countries; Educational Benefits; Independent Study; Intercultural Communication; Communicative Competence (Languages); Language Usage; Critical Thinking; Problem Solving; Decision Making; Scaffolding (Teaching Technique); Feedback (Response); Higher Education; Faculty Development; Cultural Awareness; Cognitive Development; Language Proficiency; Philippines + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Aufgabenanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; Ausland; Bildungsertrag; Selbststudium; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Sprachgebrauch; Kritisches Denken; Problemlösen; Decision-making; Entscheidungsfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural identity; Kulturelle Identität; Kognitive Entwicklung; Language skill; Language skills; Sprachkompetenz; Philippinen
Abstract	Task-Based Instruction (TBI) is a dynamic approach in tertiary language education that emphasizes the integration of authentic and meaningful tasks to enhance language learning outcomes. This study aims to explore the implementation of TBI in the Philippines, investigate its cognitive benefits and transformative nature, identify pedagogical considerations, and provide recommendations for optimization. The study employed a qualitative research design, with data collected from five private schools in Iligan City. A purposive sampling procedure was used to select 20 participants who engaged in interviews, focus group discussions, and thematic analysis. The results revealed that TBI positively influenced language proficiency, cognitive development, learner autonomy, intercultural competence, and pedagogical considerations. Participants reported enhanced language skills and increased confidence in real-life language use. They also highlighted the development of critical thinking, problem-solving, and decision-making skills through engaging in challenging tasks. TBI was found to empower learners by promoting autonomy, ownership, and self-directed learning. Additionally, it cultivated intercultural communicative competence and fostered appreciation for diverse perspectives. Pedagogical considerations included task design, clear instructions, scaffolding, and feedback, while recommendations focused on optimizing TBI, integrating technology-enhanced learning, and supporting professional development for educators. This research contributes to the growing body of literature on TBI in tertiary language education and underscores its potential for creating transformative learning experiences. The findings provide valuable insights for educators, curriculum designers, and policymakers in enhancing language education practices in the Philippines and beyond. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01