An Investigation of Task-based Language Teaching in Elementary School

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Task-based Language Teaching has been popular for a number of years in English as a second or foreign language programs. This research investigates the effectiveness of tasks in elementary school Foreign Language Activities classes in Japan. First, classes were observed over a two-month period to investigate how often, and how tasks are employed currently in the elementary school setting. Then, the researchers taught two different groups of students, administering tasks to an experimental group and a non-task-based lesson to a control group to observe students’ attitudes towards Task-based Language Teaching. Observing English classes, it was found that tasks are frequently employed by teachers and are well-received by students. When the researchers gave a task-based lesson as compared to a non-task-based lesson, however, the results were mixed.

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