Comparing task-based language teaching and traditional instruction on vocabulary learning development
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Abstract
The aims of the study were 1) to compare the vocabulary
learning achievement after learning with task-based language teaching
(TBLT) with traditional instruction and 2) to compare the students’
opinions toward learning with task-based language teaching (TBLT) with
traditional instruction. Thirty students were selected by purposive
sampling from grade 9 students at a high school in Surin Province. This
research is a one-group study design; the group was treated with both
methods at two different times. Sixty words were used in the
treatment; 30 words for the TBLT method and 30 words for the
traditional method. The students first completed a preliminary English
test and a pretest of each lesson. Then, the TBLT treatment was
administered followed by the traditional treatment. At the end of each
lesson, the posttest was administered. After finishing all treatments, the
questionnaire was provided to investigate the students’ overall
preference of the two approaches. The findings indicated that TBLT
had a significant effect (p < .05) on promoting vocabulary learning
achievement. The findings also revealed that the students’ preference
for the TBLT method was more than their preference for the traditional
method.
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