IntroductionThe growing prominence

Introduction

The growing prominence of tasks and the role they play in facilitating second language learning has been noted in recent task-based language teaching (TBLT) studies (Ellis, 2009; Willis and Willis, 2007). The consensus based on the growing empirical literature
is that tasks have positive effects on second language (L2) learning, but less is known about the utility of such tasks by teachers in actual L2 classrooms. Therefore, the purpose of this article is to explore the ways in which TBLT research can be converted into classroom practice by adopting an action research framework.

Action research, first established in the 1940s by Kurt Lewin, involves staging research activities as the following: (1) identify a problem or question; (2) carry out an action; (3) observe and reflect on the outcome; and (4) plan another action (Lewin, 1946). The goal of action research for language teachers is to improve their pedagogical practices by deepening their understanding of students’ learning processes, experimenting with a variety of methodological options, and critically examining and reflecting on their lessons and activities with a view to taking initiatives. Ultimately, action research empowers teachers by giving them a voice to be heard about their classrooms as well as allowing their perspectives to be documented in the field. This approach, which is used here, serves as a productive way of facilitating collaboration among teachers themselves as well as with classroom researchers (Sowa, 2009; Wyatt, 2011).

Hasil (Inggris) 1:

IntroductionThe growing prominence of tasks and the role they play in facilitating second language learning has been noted in recent task-based language teaching (TBLT) studies (Ellis, 2009; Willis and Willis, 2007). The consensus based on the growing empirical literature is that tasks have positive effects on second language (L2) learning, but less is known about the utility of such tasks by teachers in actual L2 classrooms. Therefore, the purpose of this article is to explore the ways in which TBLT research can be converted into classroom practice by adopting an action research framework.Action research, first established in the 1940s by Kurt Lewin, involves staging research activities as the following: (1) identify a problem or question; (2) carry out an action; (3) observe and reflect on the outcomes; and (4) plan another action (Lewin, 1946). The goal of action research for language teachers is to improve their pedagogical practices by deepening their understanding of students ' learning processes, experimenting with a variety of methodological options, and being critically examining and reflecting on their lessons and activities with a view to taking initiatives. Ultimately, action research empowers teachers by giving them a voice to be heard about their classrooms, as well as allowing their perspectives to be documented in the field. This approach, which is used here, serves as a productive way of facilitating collaboration among teachers themselves as well as with classroom researchers (Sowa, 2009; Wyatt, 2011).

Hasil (Inggris) 2:

Introduction The growing Prominence of tasks and the role they play in facilitating second language learning has been in recent Noted task-based language teaching (TBLT) studies (Ellis, 2009; Willis and Willis, 2007). The consensus based on the growing empirical literature is that tasks have positive effects on second language (L2) learning, but less is known about the utility of such tasks by teachers in actual classrooms L2. Therefore, the purpose of this article is to explore the ways in roomates TBLT research can be converted into classroom practice by Adopting an action research framework. Action research, first established in the 1940s by Kurt Lewin, Involves staging research activities as the following: ( 1) identify a problem or question; (2) carry out an action; (3) Observe and reflect on the outcome; and (4) plan another action (Lewin, 1946). The goal of action research for language teachers is to improve Reviews their pedagogical practices by deepening Reviews their understanding of students' learning processes, experimenting with a variety of methodological options, and critically examining and reflecting on their lessons and activities with a view to taking initiatives. Ultimately, action research empowers teachers by giving them a voice to be heard about Reviews their classrooms as well as allowing Reviews their perspectives to be documented in the field. This approach, the which is used here, serves as a productive way of facilitating collaboration Among Themselves as well as teachers with classroom Researchers (Sowa, 2009; Wyatt, 2011).