The teachers' and students' perceptions concerning the effectiveness of communicative tasks in an EFL setting

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2003
Kacar-İslam, Işıl Günseli
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Despite the widespread implementation of the communicative tasks at the Department of Basic English (DBE), the observation of classroom practice and anecdotal evidence from the teachers and students denoted that there were varied perceptions concerning the effectiveness of communicative tasks among the teachers and students, which indicated a need for the exploration of these perceptions. This study set out to investigate the perceptions of the DBE teachers and students regarding the effectiveness of communicative tasks and the impact of different factors on these perceptions under two research questions: (1) What are the general perceptions of the DBE teachers and students in relation to the effectiveness of the communicative tasks? (2) What kind of impact do different factors have on the formation of these perceptions? The data was collected through three procedures: the student questionnaire, the standardized open-ended teacher interviews and the teacher journal. Eight tasks with a relatively high 111communicative potential from the coursebook called Language in Use Intermediate - Classroom Book by Doff and Jones (1994) were used in the study. The data in the study was analyzed both qualitatively and quantitatively. The results revealed a favourable view shared by both the teachers and students with respect to the effectiveness of the communicative tasks. As for the second research question, the findings demonstrated the following: The two factors motivational task value and group dynamics had a favourable impact on both parties' perceptions of task effectiveness. However, level of task difficulty seemed to have an unfavourable impact on the participants' perceptions. The factor level of task challenge, on the other hand, appeared to have a positive influence on the students' perceptions and a negative influence on the teachers' perceptions. The conclusion chapter of the study discusses suggestions for further research.
English language, Communicative tasks, Communicative approach, Perceptions of task effectiveness, Motivational task value, Group dynamics, Level of task challenge, Level of task difficulty
https://hdl.handle.net/11511/13460
Graduate School of Social Sciences, Thesis

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Citation Formats
I. G. Kacar-İslam, “The teachers’ and students’ perceptions concerning the effectiveness of communicative tasks in an EFL setting,” Ph.D. - Doctoral Program, Middle East Technical University, 2003.
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