Research on Online Task-Based Teaching in English Class

Abstract

In numerous countries, the COVID-19 epidemic has interrupted school, impacting tens of billions of students. As a result, in the early phases of COVID-19, the educational reaction centred on developing distant learning options as an emergency solution. Teachers are more vital than ever before, regardless of the learning methods or technology available, they play a critical role. Teachers must receive regular and effective pre-service and continuous professional development. Support the development of digital and pedagogical tools for successful distance and face-to-face teaching and learning. Distance learning must allow for meaningful two-way contact between students and teachers for it to be successful. This may be accomplished by employing the technology that is most suited to the local environment. TBLT (Task-Based Language Teaching) is task-cantered, prioritising meaning-centred communication rather than putting it at the end of the course (as PPP does)—important for anyone who considers themselves a teacher of the language of communication; tasks can mimic what students have to do outside the classroom informal professional and educational situations, either directly through “target tasks” or indirectly by engaging learners in the functions necessary for everyday communication.

This article uses the TBLT approach as a basis to help teachers implement English language teaching using online education in the context of the epidemic and is also critical of the disadvantages of online education and improvements.