Publication:
Tasks Design: A Challenge For Language Teachers

Simple item page
dc.ConferencecodeInt Org Ctr Acad Res
dc.ConferencedateJUL 10-12, 2017
dc.ConferencelocationDubai, U ARAB EMIRATES
dc.Conferencename4th International Conference on Education, Social Sciences and Humanities (SOCIOINT)
dc.contributor.authorDarmi, Ren_US
dc.contributor.authorHarun, Hen_US
dc.contributor.authorSamah, Ren_US
dc.contributor.authorPuteh-Behak, Fen_US
dc.contributor.authorSaad, NSMen_US
dc.contributor.authorAli, SMen_US
dc.date.accessioned2024-05-29T03:26:07Z
dc.date.available2024-05-29T03:26:07Z
dc.date.issued2017
dc.descriptionIJAEDUInternational EJournal of Advances in Education, Vol. 3, Issue 8, August 2017en_US
dc.description.abstractCreating tasks may sound simple, however, it is one of the challenging jobs for language teachers. In teaching language, teachers need to consider many things such as learners' social background, learner's language proficiency, learners' ability, learners' attitude and many more. Thus, creating tasks can be a challenge for them. Cummins (1981) suggests 2 main elements in designing materials - contextual relevance and cognitive difficulty - which are formed into a matrix to show four levels to consider in tasks design. Based on Cummins' matrix, tasks can be easy for some, and difficult for some. One task may not suit all learners, and thus make task design a challenge for language teachers. This study looks at the use of tasks, developed based on Cummins' matrix, for low proficiency English language learners. Five types of tasks are used, and learners' views are gathered to understand what they think of the tasks. The aim of the study is to explore learners' perceptions towards tasks prepared for an English language class, and aligning them with the teacher's understanding of the tasks. Fourteen learners were involved in the study. Using qualitative approach, data is gathered through interviews, which are then transcribed verbatim, and analysed using thematic analysis. Results show that learners have different views of tasks, which may be due to many factors within learners' experience and knowledge. This shows that although learners are of the same proficiency level, the difficulty of tasks may not be equal for all learners as it is affected by the contextual relevance of the tasks to learners, as well as the cognitive level of learners in their ability to perform the tasks. Therefore, understanding learners is important for teachers in planning suitable tasks for their learners. By doing this, learners will have more enjoyment in language learning, and able to associate tasks more to their life.en_US
dc.identifier.doihttps://doi.org/10.18768/ijaedu.336454
dc.identifier.epage697
dc.identifier.issue8
dc.identifier.scopusWOS:000438487400101
dc.identifier.spage689
dc.identifier.urihttp://ijaedu.ocerintjournals.org/en/pub/issue/31031/336454
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/12073
dc.identifier.volume3
dc.languageEnglish
dc.language.isoenen_US
dc.publisherInt Organization Center Acad Researchen_US
dc.relation.ispartofIJAEDUInternational EJournal of Advances in Educationen_US
dc.sourceWeb Of Science (ISI)
dc.subjectTasksen_US
dc.subjectcontextual relevanceen_US
dc.subjectcognitive difficultyen_US
dc.subjectlanguage learningen_US
dc.titleTasks Design: A Challenge For Language Teachersen_US
dc.typeArticleen_US
dspace.entity.typePublication

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Tasks Design A Challenge For Language Teachers.pdf
Size:
601.1 KB
Format:
Adobe Portable Document Format
Description:
Tasks Design: A Challenge For Language Teachers
Download

Collections

Web of Science_WoS