A Formative Evaluation of a Task-based EFL Programme for Korean University Students


Abstract


A task-based approach to second language learning and teaching has been advocated by a number of contemporary authors, but has received little attention in terms of programme evaluation. This study therefore presents a formative evaluation of a three-year task-based conversation programme designed for tertiary students in the Republic of Korea.

The programme was designed for the Korean EFL scene at the end of the twentieth century, for which reason three task-based, in-house textbooks were written. These and every other aspect of the programme contributed to and were the subject of continuous reflection and modification, in which programme design, implementation, and evaluation were a single formative process. A humanistic view of language learning as education was found to be appropriate for the student-centred emphasis of the task-based approach, and programme goals promoted acquisition of long-term learning skills through development of student confidence, motivation, independence, and communicative competence. Assessment reflected these goals via self-evaluative and reflective methods.

Programme evaluation used a mix of quantitative and qualitative research methods, focusing on affective aspects of language learning, and on the importance of student beliefs, perceptions and attitudes in the learning process. Research questions focused on positive attitude change in students and teachers as a marker of programme success. Four major findings emerged from the research:

  1. The task-based approach to teaching and learning is effective in developing communicative competence in "false beginner” students in Korea.
  2. Language learning is positively affected by: i) promotion of learner autonomy; ii) attention to affect; iii) a sensitive classroom environment; and iv) participant relationships built on mutual trust and respect.
  3. Learner (and teacher) beliefs are important determiners of learning and can be positively modified through learner training and teacher training.
  4. Formative evaluation is an effective method of programme development.