The Comparison of the Effectiveness between Task-based Interactive Language Teaching (TBILT) and Task-based Language Teaching (TBLT) on Psychological Learning Barriers (attitudinal & academic self-efficacy) in University Heterogeneous Classes

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Akbarintaj Shob Nabiollah; ABBASI GHODRATOLLAH; MIRZAEIAN BAHRAM

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Journal: EDUCATIONAL STRATEGIES Year:2020 | Volume:13 | Issue:2 Page(s): 117-124

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Title

The Comparison of the Effectiveness between Task-based Interactive Language Teaching (TBILT) and Task-based Language Teaching (TBLT) on Psychological Learning Barriers (attitudinal & academic self-efficacy) in University Heterogeneous Classes

Author(s)

Akbarintaj Shob Nabiollah | ABBASI GHODRATOLLAH | MIRZAEIAN BAHRAM | Issue Writer Certificate

Keywords

effectivenessQ1

comparisonQ1

TBILTQ1

TBLTQ1

psychological barriersQ1

heterogeneous classesQ1

Abstract

Introduction: The importance of learning English as an international language in the era of science, technology and communication is crystal clear, yet learning in public is always accompanied by psychological barriers. The purpose of this study was to investigate and compare the effectiveness of Task-based Interactive Language Teaching (TBILT) and Task-based Language Teaching (TBLT) on reducing the psychological learning barriers, including negative attitudes towards English and lack of academic self-efficacy. Method: The present study was a quasi-experimental, pre-test, post-test, and control group. The statistical population consisted 4200 students who entered the Azad University of Babol without Entrance Exam in 1396-1397. Using random sampling of Multi Steps Clustering, 90 students were selected and put randomly in three groups (two experimental, and one control, 30 in each). The attitude and selfefficacy questionnaires were used as a pre-test for all groups. Then, the teacher taught English based on three methods, namely TBILT and TBLT in experimental groups respectively, and GTM in control group in 20 sessions, 90 minutes each. After teaching period, the post-test was administered. Data were analyzed using covariance analysis and Duncan's post hoc test. Results: The results showed that both task-based methods resulted much better than the traditional method (p <0. 001). Comparing the two task-based methods, the TBILT acted much stronger than TBLT related to self-efficacy (p <0. 001), but in the case of attitudinal barrier, despite the apparent difference between the means of the two groups (5 points) in favor of TBILT, this difference was not statistically significant (p>0. 266/). Conclusion: Considering the effectiveness of TBILT, it is suggested to use this method to boost the students’ positive attitude and self-efficacy which in turn lead to their desired academic work.

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APA: Copy

Akbarintaj Shob, Nabiollah, ABBASI, GHODRATOLLAH, & MIRZAEIAN, BAHRAM. (2020). The Comparison of the Effectiveness between Task-based Interactive Language Teaching (TBILT) and Task-based Language Teaching (TBLT) on Psychological Learning Barriers (attitudinal & academic self-efficacy) in University Heterogeneous Classes. EDUCATIONAL STRATEGIES, 13(2 ), 117-124. SID. https://sid.ir/paper/388615/en

Vancouver: Copy

Akbarintaj Shob Nabiollah, ABBASI GHODRATOLLAH, MIRZAEIAN BAHRAM. The Comparison of the Effectiveness between Task-based Interactive Language Teaching (TBILT) and Task-based Language Teaching (TBLT) on Psychological Learning Barriers (attitudinal & academic self-efficacy) in University Heterogeneous Classes. EDUCATIONAL STRATEGIES[Internet]. 2020;13(2 ):117-124. Available from: https://sid.ir/paper/388615/en

IEEE: Copy

Nabiollah Akbarintaj Shob, GHODRATOLLAH ABBASI, and BAHRAM MIRZAEIAN, “The Comparison of the Effectiveness between Task-based Interactive Language Teaching (TBILT) and Task-based Language Teaching (TBLT) on Psychological Learning Barriers (attitudinal & academic self-efficacy) in University Heterogeneous Classes,” EDUCATIONAL STRATEGIES, vol. 13, no. 2 , pp. 117–124, 2020, [Online]. Available: https://sid.ir/paper/388615/en

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