The Effects of Task-Based Speaking Tasks on Iranian University Students Willingness to Communicate and Self-Efficacy in Online Classes: A Mixed-Methods Study
Table 1
Task-based language teaching framework.
Pretask
Introduction to topic and task
(a) Teacher guides the students to explore the goals of the task.
(b) Teacher highlight useful words and phrases.
(c) Students listen to a recording of a parallel task being done and then record themselves and listen to them.
(d) Teacher asks students to read and compare the transcriptions of their own recordings.
The task cycle
Task
(a) The task is done and lets students express themselves.
(b) Teacher walks around and persuades students to interact.
(c) The emphasis is on spontaneous, exploratory talk and confidence-building.
(d) Success in accomplishing a task boosts students' motivation.
Planning
(a) Students prepare and practice what they want to say.
(b) The teacher monitors students' language and insists on clarity, fluency, and accuracy.
Report
(a) Teacher asks individuals to report briefly to the class so that everyone can compare findings.
(b) Teacher comments on the reports technically.
The language focus
Analysis
(a) The teacher sets some language-focused tasks and helps the students to analyze their oral performance.
Practice
(a) Based on the language analysis, the teacher starts practices. Practice activities include games, jigsaw, role play, and simulation tasks.
