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Journals / The Literacy Trek / 2026 / Volume: 10 Issue: 3 Special Issue

Evaluating a task-based lesson plan: A case study of Turkish EFL learners

Vildan İnci Kavak(GAZİANTEP İSLAM BİLİM VE TEKNOLOJİ ÜNİVERSİTESİ)0000-0001-7249-9048
Pages
—
Publication Date
2024-12-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Thus, it should be considered an indelible part of EFL syllabi and courses.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The world has seen a rise in the demand for foreign language instruction in recent years, and traditional textbook-based teaching strategies are unlikely to satisfy the demands of today’s students.
📊
Key Findings & Data:As a result, the interest in the Task-Based Language Teaching (TBL) approach has increased.
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Conclusion & Impact:Thus, it should be considered an indelible part of EFL syllabi and courses.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Task-based language teaching · lesson plan · learner reactions

Abstract

The world has seen a rise in the demand for foreign language instruction in recent years, and traditional textbook-based teaching strategies are unlikely to satisfy the demands of today’s students. As a result, the interest in the Task-Based Language Teaching (TBL) approach has increased. This article describes and assesses a newly created, task-based English course that will be incorporated into the curricula. The lesson was designed, pilot-tested and revised before being introduced. This study investigates students’ reactions to a task-based EFL lesson at a Turkish state university. Thirty-two Turkish preparatory students (20 female and 12 male) participated in the study. Learner impressions were investigated through oral and written data elicited through a questionnaire, semi-structured interviews, and audio recordings of the interaction in the task. The data analysis shows that despite initial hesitations, a TBL lesson brings variety into the EFL classroom; learners prefer learner-directed lessons with more opportunities to express themselves. They also confessed that their academic needs were sufficiently met and felt more independent. The study provides a model TBL lesson for educators to benefit from and inspires them to design their lesson programmes by integrating task-based activities. These results validate the potential of TBL for language learning. Thus, it should be considered an indelible part of EFL syllabi and courses.

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Cite This Article

Kavak, V. İ. (2024). Evaluating a task-based lesson plan: A case study of Turkish EFL learners. The Literacy Trek, Volume: 10 Issue: 3 Special Issue. https://doi.org/10.47216/literacytrek.1489532

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