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Recent Trends in Digital Humanities: A Focus on Language and Literature

The Role of Teachers and

OPEN ACCESS
Learners in TBLT
Dr. R. Ponmani Subha Chellam
Volume: 12 Associate Professor, Department of English
The M. D. T. Hindu College, Tirunelveli
Special Issue: 1
Abstract
This paper deals with the implementation of TBLT in the classroom. This research
Month: December discussed the role of teachers and learners in TBLT to improve their ability. The
problem statement in this research is how the writing abilities of the students before
Year: 2023 and after giving Task-Based Language Teaching (TBLT) work among the students
with different phases of task activities. Task-Based Language Teaching (TBLT) is
P-ISSN: 2320-2645 an approach that uses tasks as the primary element of planning and instructing
in language teaching. In recent years, there has been an increase in interest in
Task-Based Language Teaching (TBLT) because TBLT is an interesting task activity
E-ISSN: 2582-3531 that enhances students’ learning process. Learning is a method of active learning
that involves multiple levels of acquaintance at the same time. Task-based language
Received: 17.10.2023 teaching is a learner-centred approach. TBLT advocates the shift from teacher-
dependence to learner independence and provides authentic materials.
Keywords: Task-Based Language Teaching (TBLT), Writing Ability, Planning,
Accepted: 05.12.2023 Instructing, Role of Teachers.

Published: 14.12.2023 Introduction

Task-based language teaching (TBLT) is a method that uses tasks
Citation: as a central element in language planning and teaching. There has
Ponmani Subha Chellam, been a growing interest in active language teaching (TBLT) in recent
R. “The Role of Teachers years because TBLT is an engaging activity that supports student
and Learners in TBLT.” learning. According to Jack C. Richards and Theodore S. Rodgers
Shanlax International (2001), TBLT is a method that fills the gap in language teaching.
Journal of English, Active language teaching is a learning method that supports the
vol. 12, no. S1, 2023, transition from teacher autonomy to student autonomy for students,
pp. 430–32. providing authentic information that enables students to communicate
with each other for a specific purpose and get good and productive
DOI: results.
https://doi.org/10.34293/ Language is the most important thing in the world because it
rtdh.v12iS1-Dec.136 distinguishes humans from other living things. Language plays an
important role in the communication process. The effect of vocational
education is close to communication. Work-based learning teaches
language as a form of communication. Learning style refers to the
best way for the student to assimilate and use his abilities, as well as
to teach special education in a particular style.
Task-based learning focuses on the importance of language
use. Richards and Rogers say we need to create a structure for
communication. Thus, the function, structure and interaction
structure of the language attracted attention. According to Foster
and Skehan (1996), there are three types of actual division of labor:
430 Madurai Kamaraj University, Madurai
 Shanlax
International Journal of English
individual division of labor, job description, and job decision. Of the four languages (reading,
writing, speaking and listening), Willis and Willis believe that writing is a business skill and
speaking is personal communication.
Most of the activities currently planned in business work involve discussion. Richards and
Rogers recognize the importance of language and that the basis of language acquisition lies in
speech. It also focuses on language and tone because these are the main points of the speech.
In today’s world, even international teaching has become difficult as there are many teaching
methods available. However, while teachers teach different methods in the classroom, students
face many problems. When choosing a teaching method, teachers should consider not only the
educational level of their students but also their age and their reasons for learning the language
(L2).
In TBLT classes, students focus on meaning rather than language. This is because students
engage in group communication rather than conversation-based language lessons. In addition,
students should express their opinions orally or in writing about the topics the teacher talks about.
They can also search for any topic they want. Teachers can help their students express their ideas
by determining the meaning of communication and work.

Theoretical Background on Task-Based Writing

Task-based writing is close to the constructivist view of the language that needs to be learned and
come to a conclusion. Constructivists often focus on the role of students’ motivation, intelligence,
and self-esteem, which are assumptions about the role of language teaching. Education is an active
learning process that involves many levels of knowledge simultaneously. Everyone has their own
style of judgment and language flaws. The role of students in teaching language studies in the
classroom is beneficial for language learners because it is about the student rather than the other
way around

The Role of the Teacher in Task Based Writing

In the writing process, teachers have an important role in learning (Richards and Rodgers, 1986).
Teachers need to carefully select and adjust activities to achieve performance goals (Willis, 1996).

The Role of the Learner

In a work-based learning classroom, the student’s role is leadership and active. To be elected:
Committee; Supervision; Adventure; Modernizing.

The Role of Teachers and Learners in TBLT

In recent years, new language teaching methods (L2) have been added to language teaching.
Using different activities (tasks) in the classroom can improve students’ communication (speaking)
skills. Intelligence is important and powerful in the development of speech. Using speaking skills
in TBLT allows speaking students to develop the ability to use the four skills (listening, speaking,
reading and writing) in situations and in real life. When teaching and practicing speaking, teachers
should follow the four language skills so that students can improve their academic skills and
communication skills.
Teacher and learner roles have been highlighted in the pedagogically oriented literature of
TBLT. Empirical studies on TBLT implementation have also indicated that teachers play a crucial
role in the successful implementation of TBLT in language programmes and formal classrooms
(e.g., McAllister, Narcy-Combes, & Starkey-Perret, 2012). Shehadeh and Coombe suggest that
teacher and student factors come first in the list of factors that decide the successful adoption of

http://www.shanlaxjournals.com 431
One Day International Conference (Hybrid Mode) on
Recent Trends in Digital Humanities: A Focus on Language and Literature
TBLT. Researchers have suggested a variety of roles teachers should take in TBLT.
For example, the role of the teacher is implied in Ellis’s (2003) principles of task-based language
teaching as follows:
• Ensure an appropriate level of task difficulty.
• Establish clear goals for each task-based lesson.
• Develop an appropriate orientation to perform the task in the
• Ensure that students adopt an active role in a task-based lesson.
• Encourage students to take risks.
• Ensure that students are primarily focused on meaning when they perform a
• task.
• Make opportunities for language-focused learning available.
• Require students to assess their own performance and progress.
These views emphasize the appropriate role of teachers throughout the design and use of
classroom activities. More specifically, Willis (1996, 2009) suggested that teachers should play the
roles of “supervisor,” “language consultant,” and “manager,” who work first, then work, and then
work.
Recently, this goal can be achieved by supporting the management of error communication
(NFM) and improving the process of routing meaning from scratch image of data showing the
use of TBLT. After completing the work, students should provide feedback, practical ideas and
sample work. Providing feedback, sufficient input, and task modeling will be necessary for the
students after completing the task activity. In addition, support activities such as creating a relaxing
environment in the classroom, motivating students, and encouraging them to learn languages will
also be useful. Finally, in the post-task phase, teachers can provide opportunities for language
learning by evaluating student performance.
Teachers can implement various actions and decisions, such as displaying the form or discussing
the strategies for students’ to use. Assessing task performance and language development are other
tasks for the teacher to do. In addition to students’ self-assessment expects the teacher to conduct
assessment by using available types of tests or self-designed tests.
Assessment in TBLT helps provide feedback to students and adjust work to their needs. TBLT
promotes an approach to learning that requires students to take an active role in the teaching process.
Students must have the courage and confidence to take risks to overcome language barriers at work.
For learning a language, students should realize that the interactional support of another person is
crucial.

References
1. Richards, Jack C, and Theodore S Rodgers. Approaches and Methods in Language Teaching.
3rd ed., Cambridge (Ingalterra) Cambridge University Press, 2014.
2. Skehan, P. Task-Based Instruction. Cambridge: Cambridge University Press, 2003.
3. Thomas, Michael, and Reinders Hayo. Task-Based Language Learning and Teaching with
Technology. London; New York, Continuum, 2010.

432 Madurai Kamaraj University, Madurai