A Task-Based Teaching Approach with Multiple Intelligences Features in Developing Chinese Students' Speaking Competency

Autor/in	Xu, Jiajun
Titel	A Task-Based Teaching Approach with Multiple Intelligences Features in Developing Chinese Students' Speaking Competency
Quelle	In: Arab World English Journal, 12 (2021) 2, S.209-221 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Xu, Jiajun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Multiple Intelligences; Second Language Learning; Second Language Instruction; Student Attitudes; Teaching Methods; Speech Communication; Accuracy; Language Fluency; Pretests Posttests; Language Tests; Undergraduate Students; Comparative Analysis; Music; Logical Thinking; Mathematics Skills; Student Improvement; Task Analysis; Learning Processes; Foreign Countries; Language Proficiency; China + Suchen Sie Ihr Suchwort? Intelligenz (Psy); Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Musik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Aufgabenanalyse; Learning process; Lernprozess; Ausland
Abstract	The study aimed to achieve three objectives: 1) to identify the Multiple Intelligences (MI) perceived by Heilongjiang International University (HIU) students, 2) to develop and implement a task-based English speaking course with MI features, and 3) to evaluate the extent the developed English speaking course contributes to the improvement of HIU students' speaking abilities based on complexity, accuracy, and fluency (CAF) components. The study was carried out with 30 experimental and 30 control group students at Heilongjiang International University, China. Data were collected by a questionnaire survey, the pre-test and post-test, and the final tests focusing on complexity, accuracy, and fluency components. The data were analyzed using the primary statistical measurements by identifying the Mean (M) and the Standard Deviation (SD), and the significance level. The results indicated that with regard to HIU students' self-perceived MI, Music Intelligence was perceived higher, while the Logical-mathematical Intelligence was perceived lower. As for the students' speaking ability, the results indicated that there was improvement found between the pre-test and the post-test in the COMPLEXITY with the significance value of 0.001, the ACCURACY significance value was 0.002, and the FLUENCY significance value was 0.001. The conclusion is that the task-based teaching practices with MI features contribute to the improvement of students' speaking abilities in terms of complexity, accuracy and fluency. The findings are followed by some implications for teaching and learning. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01