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Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches

  • Justin Harris ORCID logo EMAIL logo and Paul Leeming ORCID logo
Published/Copyright: October 3, 2022
International Review of Applied Linguistics in Language Teaching
From the journal International Review of Applied Linguistics in Language Teaching Volume 62 Issue 2

Abstract

This paper outlines a classroom-based study on the timing of explicit language instruction. It also provides an alternative to the CALF (Complexity Accuracy Lexis Fluency) framework for analyzing learner language, which may not always be appropriate for EFL contexts. Two groups of learners, assigned to either a TBLT or a PPP condition, completed a speaking task. A follow-up task was given three months later, but with no explicit language focus for either group. Data from these interactions were analyzed for use of target grammar structures and overall speaking proficiency. Results suggest that explicit introduction of language through PPP benefits immediate task performance, but that ultimately post-task focus on language through TBLT leads to greater language development. The framework for analysis was effective in showing differences in performance between the groups in this context.

Keywords: instructed second language acquisition; speaking proficiency; task-based language teaching; teaching methodology
Corresponding author: Justin Harris, Kindai University, 3-4-1 Kowakae, Higashiosaka, 577-8502, Japan, E-mail:

Funding source: Japan Society for the Promotion of Science

Award Identifier / Grant number: 17K02910

Appendix A: Example TBLT lesson plan

Warm up

Students talk with a partner about their weekend.

Pre task

Students describe their bedroom to their partner. Teacher models with description of own bedroom.

Main task

Students are each given a different picture of a room. They work together to find the differences between their two pictures. Teacher circulates to monitor.

Post task

Students are given a work sheet (see below). Students complete individually and then compare answers in pairs. Finally, the teacher goes over the answers with students.

Excerpt from work sheet

Look at the picture below and complete sentences 1–6 with the words from the box on the right.

in front of on above
next to under behind

  1. The picture is _______________ the TV.

  2. The window is _______________ the sofa.

  3. The carpet is _______________ the sofa.

  4. The lamp is _______________ the sofa.

  5. The small plant is _______________ the cabinet.

  6. There is nothing _______________ the sofa.

Now make sentences about the following items.

  1. The TV stand is ____________________________________________________.

  2. The cushions are ________________________________________________.

  3. The vase is ___________________________________________________.

  4. The big plant is ________________________________________________.

Appendix B: Example PPP lesson worksheet

Warm up

Students talk with a partner about their weekend.

Pre task

Students are given a work sheet (see below). Students complete individually and then compare answers in pairs. Finally, the teacher goes over the answers with students. Some drilling of important language.

Excerpt from work sheet

Look at the picture below and complete sentences 1–6 with the words from the box on the right.

in front of on above
next to under behind

  1. The picture is _______________ the TV.

  2. The window is _______________ the sofa.

  3. The carpet is _______________ the sofa.

  4. The lamp is _______________ the sofa.

  5. The small plant is _______________ the cabinet.

  6. There is nothing _______________ the sofa.

Now make sentences about the following items.

  1. The TV stand is ____________________________________________________.

  2. The cushions are ________________________________________________.

  3. The vase is ___________________________________________________.

  4. The big plant is ________________________________________________.

Main task

Students are each given a different picture of a room. They work together to find the differences between their two pictures. Teacher circulates to monitor.

Post task

General feedback on task performance.

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Received: 2022-04-18
Accepted: 2022-09-16
Published Online: 2022-10-03
Published in Print: 2024-06-25

© 2022 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Consolidating EFL content and vocabulary learning via interactive reading
  4. Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach
  5. Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers
  6. Classroom assessment and learning motivation: insights from secondary school EFL classrooms
  7. Interculturality and Islam in Indonesia’s high-school EFL classrooms
  8. Collaborative writing in an EFL secondary setting: the role of task complexity
  9. Spanish heritage speakers’ processing of lexical stress
  10. Effectiveness of second language collocation instruction: a meta-analysis
  11. Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation
  12. Syntactic prediction in L2 learners: evidence from English disjunction processing
  13. The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom
  14. The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes
  15. Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches
  16. L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction
  17. What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation
  18. Comparative analysis of written corrective feedback strategies: a linear growth modeling approach
  19. Enjoyment in language teaching: a study into EFL teachers’ subjectivities
  20. Students’ attitude and motivation towards concept mapping-based prewriting strategies
  21. Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
  22. The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English
  23. The impact of different glossing conditions on the learning of EFL single words and collocations in reading
  24. Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China
  25. The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective
  26. A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance
  27. Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition
  28. Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain
  29. Expansion of verb-argument construction repertoires in L2 English writing
  30. Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
  31. Aural vocabulary, orthographic vocabulary, and listening comprehension
  32. The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study
  33. Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners
  34. Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL
  35. Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers
  36. Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis
  37. Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires
https://doi.org/10.1515/iral-2022-0082
Keywords for this article
instructed second language acquisition; speaking proficiency; task-based language teaching; teaching methodology

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Consolidating EFL content and vocabulary learning via interactive reading
  4. Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach
  5. Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers
  6. Classroom assessment and learning motivation: insights from secondary school EFL classrooms
  7. Interculturality and Islam in Indonesia’s high-school EFL classrooms
  8. Collaborative writing in an EFL secondary setting: the role of task complexity
  9. Spanish heritage speakers’ processing of lexical stress
  10. Effectiveness of second language collocation instruction: a meta-analysis
  11. Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation
  12. Syntactic prediction in L2 learners: evidence from English disjunction processing
  13. The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom
  14. The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes
  15. Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches
  16. L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction
  17. What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation
  18. Comparative analysis of written corrective feedback strategies: a linear growth modeling approach
  19. Enjoyment in language teaching: a study into EFL teachers’ subjectivities
  20. Students’ attitude and motivation towards concept mapping-based prewriting strategies
  21. Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
  22. The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English
  23. The impact of different glossing conditions on the learning of EFL single words and collocations in reading
  24. Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China
  25. The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective
  26. A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance
  27. Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition
  28. Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain
  29. Expansion of verb-argument construction repertoires in L2 English writing
  30. Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
  31. Aural vocabulary, orthographic vocabulary, and listening comprehension
  32. The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study
  33. Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners
  34. Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL
  35. Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers
  36. Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis
  37. Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires
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