مجلة العلوم الانسانية لجامعة أم البواقي
Volume 7, Numéro 3, Pages 1532-1546

The Attitudes Of Algerian University Students Toward The Task-based Teaching Of Efl Writing: The Case Of Second Year Licence Students At Oum El Bouaghi University

Authors : Arouf Samira .

Abstract

Task-Based Language Teaching (TBLT) is a recent learner-centered teaching approach which facilitates the learning of a foreign language (FL) through performing a number of outcome driven tasks, focusing on the meaningful rather than the formal use of language. This paper is an attempt to investigate the attitudes of Algerian university learners towards the implementation of TBLT in the English writing classroom. In this case, the study focuses on 1) their understanding of TBLT and 2) their views on whether or not it is effective to develop their English writing. To carry out the study, a questionnaire was used with second year licence students of the English Department at Larbi Ben M’hidi University, Oum El Bouaghi. The questionnaire was administered after implementing TBLT in the writing classroom for 90 minutes three times a week for ten sessions. The results of the students’ questionnaire indicate that second year learners had positive attitudes towards TBLT in writing classrooms. They reported their understanding of TBLT and specifically how TBLT helped them to be more active learners in the English writing class. Furthermore, the students approved that TBLT was effective in improving their overall English writing ability and enhancing some aspects of writing. The results of the students’ questionnaire indicate that second year learners have positive attitudes towards TBLT in writing classrooms. They reported their understanding of TBLT and specifically how TBLT helps them to be more active learners in the English writing class. Furthermore, the students approved that TBLT is effective to improve their overall English writing ability and enhance some aspects of writing.

Keywords

Task-based language teaching ; tasks ; English writing ; writing ability