KOTESOL Presentation 2014 11-29 Woosong

2014
KOTESOL Symposium
Woosong University
Daejon, South Korea
Professor Paul R. Friesen
[TBL: Working better in a set system]
Task-based learning can be a boon to teachers who have their syllabus and material set for them.
Through examples, of both a free do develop style and a set class system, this paper will consider
different options for teachers who want to be more task-oriented.
TBL: Working better in a set system

Presented at KOTESOL Symposium (Woosong University, South Korea) November 29. 2014
Professor Paul R. Friesen (Woosong University)
Abstract
A conversation I had a while ago with a private school owner, which centered around the
need for new ideas. This has happened over the past years with several educators. The desire to
change is there. The investment in CALL and other technological methodologies has been high.
Yet there is minimal improvement in competence, outside of specific areas. The most common
reason is the fixed curriculum. There are others, of course, but the key one, in my mind is the
lack of flexibility. A lack of flexibility keeps the status quo intact. As part of my research and
experience, I have tried to focus on how to work within the system to make it more effective.
Key words: Task-based learning, TBL, task, activity, critical thinking, transition,
set curriculum, traditional.

1.0 Understanding the focus of TBL

Picture 1
(Richard Culatta: 2011) Vygotsky and the ZPD (Zone of Proximal Development)
In Vygotskys theory, the ZPD is the zone
where students need a little help. It is suggested that
the teacher make the lesson to fit in this circle. At the
same time, the circle has some flexibility. Making
lessons to fit the inner side of the circle will lean more
to the activity side of the circle. Using the TBL
model the teacher would focus their lesson on the outer edge of the circle. TBL plans consider
the teachers support, in the pre-task and post-task areas, to be efficient. Students, in the TBL
model, should use what they have learned to do the task. Thus would mean a negotiation of
understanding, between the groups, to achieve an adequate answer. In the review, the teacher
would provide the assistance and direction to correct any misunderstandings, grammar, etc,
which are necessary. Often flexibility in the task formation allows the student to create his or her
own ideas and solutions.
1.01 Defining Activity and Task
Defining activity and task can lead to some confusion. Activities follow form and
repetition. Tasks, on the other hand focus on meaning. Learning needs both to be effective, the
main issue is which comes first, and how do they fit together.
Woo, Herrington, Agostino, Reeves (2007) use activity and task almost interchangeably.
Task-based learning is setup differently than the traditional grammar-translation model, the
difference being the amount of time given to grammar and structure. In the TBL model, grammar

and structure are often secondary, requiring the student to draw form previously learned material.
This has sparked discussion about the importance and the amount of grammar and structure
needed in the lesson.
In a program, which has a set syllabus and material to cover, the teacher often struggles
to stay on track. The teacher must cover a set number of pages, or meet a set of objectives each
lesson, adapting task-based methodology is not considered a viable option.
Bygate, Skehan, and Swain define a task as an activity which requires learners to use
language, with emphasis on meaning, to attain an objective (2001, p. 11). Tasks therefore allow
learners to communicate freely in the L2 to achieve some sort of real-world goal. (Thompson and
Millington - Page 160) To achieve the objectives, set in the syllabus with task-based learning
pedagogy, the teacher must cover all the material and connect the student with the task.
Vygotsky proposed the ZPD model. ZPD, as demonstrated in the 4-stage model below
(The ZPD Model), requires only assistance to move forward. Tasks are given to the student to
work out, which are above their current level of experience or ability. The student gets input
from a variety of sources to achieve set goals. Once understood the student can try to do the task
alone, but with supervision. Failure at Stage IV results in reverting to a Stage II activity. The
teachers role in Stage II is more as a guide to help the student move to a more independent or
automated response. This will challenge the student to move forward requiring higher levels of
complexity in Stage II. This development of critical thinking to achieve a goal ran contrary to
theories of the day. The freedom to find the path of success was highly criticized. The scripted
learning of the grammar-translation and other methods keep the reasoning power in the hands of

the teacher. It is also difficult to analyze a students achievement in areas, like English, where
practice can be limited, and students stunted from years of the grammar-translation method.
The ZPD Model
(Tharp & Gallimore:1988, 35).

The goal, as seen in the fourth stage is to develop automated
responses or self-correction. There is now beyond repetition.
It is a revolving cycle of self-correction with support.
Though memorization has a role to play in the initial stages,
the student has the freedom to develop strategies to correct
their mistakes. The support is often not the teacher. The support could be other students, who are
stronger developing character as leaders.
While the content and processes that we use in thinking are often culturally determined,
Vygotsky did believe that there is a similar structure of the mind in all humans. Encouraging
children to draw from their experience, talking to each other about it, writing about their
observations and understanding, and even to taking an introspective look at it, enables them to
move towards being independent learners.
2.0 Understanding the TBL class
In the table below, we have a comparison of the traditional and TBL class structures. In the
standard class, we can assume a set syllabus, material, and objectives. From rigid to loose, and
from echoing to repetition.

(Izadpanah: 2010:47)
What this table also shows is that the power of the teacher runs second to the students.
Expanded roles of negotiation between students focused on content not form. The criticism of
this model is that grammar and structure are needed, to have effective task completion.
It is often heard from teachers that students do not take initiative. In the traditional class
structure, which is what most freshman students experience, this can be a challenge to the
teacher. On the other hand, this structure often continues into other levels of school/university.
In a set environment the topic choice, as outlined in this table is also not a students
choice. It is however the choice of the teacher to assign tasks and homework which can give the
student the freedom to make these choices.
Negotiating is also a challenge. This is seen as a cultural challenge, but in reality, most
people feel more comfortable with groups of people they interact with regularly. It is a social
ideas that runs across many cultures. Strangers are outsiders and not to be trusted. To get more
negotiating, teachers can assign roles, set groups, or allow nature to take its course in setting up
the group. With assigned roles each person knows what their job is. For the freshman class this

could enable the group to function better, but may inhibit expansion of their language function,
relying on the one person whose role it is to do the job.
Scaffolding is perhaps the key to effective TBL. At the same time there is often too much
to cover in the class. To have negotiation a teacher needs to scaffold their pre-task carefully to
include all the ideas covered in the mandated material. To move the task from teacher-regulated
to student-negotiated teachers must focus on the overall content not just the form, though
repetition of form is what test-focused lessons are all about.
Overall, to move from traditional to task the teacher needs to spend time rethinking their
lesson design. This is not done overnight, and must fit within the structure of their school
program. With the students and parents happiness are the driving forces, TBL should be an
easy change. If the students fail to achieve however, the happiness is gone and the complaints
rampant. To risk the aftermath of failed student achievement, most teachers desire to bring about
change, but will probably not initiate it.
3. 0 In-class tasks
3.01 Teachers choice of material and task
There are many connections needed for learning to happen. The emotional connection is
perhaps the most important. The teacher / student connection is the hub through which much of
learning happens. The connection between material and need is also very important. The
challenge of TBL is to get the material and the students need to work together. The work to
develop a TBL lesson is perhaps most difficult here. The material is often assigned so the work
to develop task-based plans can be a challenge.

An example of this is pronunciation class. Viewed as technical and challenging, this class
gets students who are motivated t. At the same time to help the students connect using repetitive
sounds alone would negate the learning. I use movie scripts like the Pink Panther.
In the pre-task I showed the video clip I wanted them to emulate. Having just finished a
review chapter of several phonetic symbols and sounds, the movie connected the student to their
learning. I outlined the task very simply. The task was to emulate the movie clip with a different
three-syllable word. The word they chose, as a team, would be from the assigned phonetic
symbol/sound. I then emailed the video to them to preview while developing the task.
The task involved writing a script from based on the video clip. This required listening to
the clip several times. Then choosing a three syllable word that fit the phonetic sound they were
assigned. Given a week to do this, some of the class time was to give ideas support and approval
of the words chosen. Discussion focused on the mispronunciation of the words in the
development of the learning.
Post-task work was reviewing the stress and intonation that was missed, thought the
writing was found very adequate. Intonation is often a problem in Korean communication, and
with English speakers with various accents.
Being an elective class the freedom to develop this task was relatively easy. I had the
time to work with it, the students had time to get clarification and choose good words. The
connection to the awareness of learning important the formation of the mouth, aspiration, and
stress was heightened.

3.02 Tasks in a set class

In
From Grammar to Critical Thinking in 7 Step,
presented
at
the
KOTESOL
Symposium, 2013, by Dr. Paul R. Friesen, examples how to make a task from a set grammar
curriculum were discussed. The examples came from standard texts used in private schools
throughout South Korea. The suggestion was to use this task, once every unit, or a set of pages
over a predetermined time. The connection of the grammar to a larger idea, the story, allowed the
task to be student-driven as it developed. The students collaborated, worked alone, regrouped
and finished the story. The task took ninety minutes, in a trial class of middle school students,
and students had to work with ideas previously learned.
In another class the material to cover, and the time to cover it, is unbalance. This makes
the development of the task much more work. The question to ask is What do my students
know? and What can they do? If we are to understand that many students already know the
structure, however inadequate they can write, the lesson should still connect to this learning in
order for students to move forward. Otherwise, the students will experience English class as all
the previous times, a class without any connection to anything.
In a set system, where the material and objectives are set, choosing a focal point is
important. In Asia, the class most often focuses on an upcoming test. This is often a boon to the
teacher. Let us turn this around to be a positive. Teaching students to develop critical thinking
skills will enhance any test-taking skills and build for later challenges not associated with testing.
An example of this is a chapter from the QSKILLS Level 1 book. In Unit 6 the topic was
music. Most students enjoy music and keep up with the new groups and singers. The challenge
was to cover all the pages in two 2 hour class periods.

Connecting to music is easy. The publisher supplied audio / video files. In previewing the video
file, I did not see the level or interest in the idea. The video was not of interest of the level of my
students. They knew the grammar, but a review was deemed necessary. Choosing the focal point
of the class (listening and speaking) was a challenge. The task I made for this class was to
change set words in Happy (Appendix 1: Pharrel Williams). There are many songs to choose
from, but the majority of the students knew this song. The task was to focus on the listening
part of the chapter followed by the speaking.
In the pre-task I used this at the end of my class. Putting the task at the end of class helps
the student take the idea home with them. Since this class is twice a week the time between is
minimal, and the focus can carry forward into the next class. This connection between classes
helps the teacher build form one class to another.
Should the task introduced in the beginning or end of the class is a valid challenge. As
found in the previous task, the material to cover in a set class is different from an elective. For
this class the task was set at the end to continue the connection to the next class. Connecting to
the next class strengthens the learning. Focusing on one point to take home for each class with
this connection builds a stronger student.
3.021 Pre-task
The pre-task was a preview of the overall task. The song was cut into three pieces, for the
class, with the lyrics projected with a beam projector. This helped the student focus on the task.
If the whole song played, the student would get lost in the song, therefore, losing focus on the
task.
10

Each section played helped the students sing the lyrics together. Each student was given a
copy of the lyrics, with the changes made in one section, to help understand the task. The pretask focus was on the instructions of what to do. The overall objective of the task was to connect
music with critical thinking in choosing different vocabulary that fit the rhythm.
With the handout in hand, students were assigned a group, each having 4 students.
Students were to change the selected words, a sample was given to them on the handout. The
task was not done in class. In the class, which followed, the song (mp3) was played and the
students sang their newly crafted verse or chorus.
3.022 Post-task
In the post-task there was a review of the words chosen. This connection to the topic and
the previous class allowed the learning to be connected. The continuity of learning strengthened,
and the emotional connection maintained. Freshman students do not understand how to
discipline their study time. Therefore, the danger to overload the student with time-consuming
tasks, in a compulsory, but not major, class is always there. The student load must be considered
if task-based learning is to produce results.
How much do students take away from these kinds of tasks? If there was time to use
repetition, self-learning through group-work, and smaller increments in class work, perhaps
students would take away more. The time to do a lot of repetition is one of the concerns teacher
have. Systematic and regularity can use repetition to build on previous ideas, by keeping the
style but changing the topic. On the other hand, if the class is set up to introduce ideas, which the
students can connect to their lives, the take way is unlimited. Structuring lessons to build on
previously learned material or style can also help in their learning.
11

There are other issues, of course with having students do tasks and activities in the
classroom. From many conversations and limited research, there is an issue of noise. If you do
test-focused learning the noise is unison and repetitive. On the other hand, tasks are designed to
have noise. Noise means that the teacher can here if students are not only practicing but also
negotiating and using the elements from the pre-task phase. The other major setback may be the
class size. Having tables in a classroom designed for a sit and learn style of class, can be a
problem. Tables are hard to move, and if there are too many students or tables, there is no room
to push them aside limiting the movement for the task. If there are desks, which are easier to
move, but you have fifty students; tasks are harder to control as well. I have taught classes with
sixty-five students. Effective conversation teaching was impossible. These elements are beyond
the control of the teacher, for the most part.
4.0 Results
Post-task conversations in the pronunciation class showed that the task met the mean
level of the class, were by the higher-level students understood the pre-task instructions, but the
lower level students needed more support and an extra day. The difficulty was the creativity
needed to do the task. The task was simple. It was to listen and emulate the video with a different
word, which had sounds that fit the assigned phonetic symbol. Using words like cucumber
demonstrated the vocabulary was not a problem, but the focus of pronunciation was the hang-up.
Having learned English with the grammar-translation method, the students expected the same.
By asking students to draw from what they had already learned, students could focus on the
pronunciation problems using slightly different twists to the same syllable. The students had a lot
12

of fun doing it, but missed the emotional intonation. Overall, it was deemed a challenge and a
success.
Asking freshman to change words in a song was a much easier task. The pre-task outlined
very precisely what to do, with the flexibility for the student to draw from what they already
know. The struggle was with the student in changing the words. Though the student understood
the idea, creativity was inhibited by a fear of making a mistake. With a little bit of pushing it is
assumed that this comes from the culture. The drive for perfection, or a previous teacher/parents
reaction to a less than perfect understanding, can inhibit this creativity. This fear needs
addressing, so that creativity can happen. This is where task-based learning can make a class
with set objectives more effective.
5.0 Conclusions
From the experience of the two kinds of classroom settings, there was one key idea that
was essential. That was choosing the focal point of the class. In the ZPD, the focal point should
answer the question, What can my students do without much help? The teachers answer to
this question reflects on their motivation to choose a focal point, which may not be specifically
found in the set material, but is inclusive of the material.
The placement of the task, at the end of the class to bring a transition of learning is as
valid as one which takes the whole class time. Therefore, the task can be used effectively as a
take-home assignment to be done in an after-school class. Using the task as a transition may be
considered homework, but the way it functions is equal to a basic task definition.
The reasons that Asian teachers, specifically Korean educators, object to task-based
planning can be valid. The class sizes are very large and the class often has minimal room to
13

move around. At the same time, many schools enter students into competitions, which require a
lot of work, by the student. The question remains, why these competitions could be more
inclusive into the teaching plan. Having a limited number of students participate in the final
competition can be understood. Including the whole of the class, at least in part develop ideas
around the preparation, would make the learning much more inclusive.
Task-based learning does not have to be an every class experience. Using task-based
learning methodologies can help transition from one class to another. Using task-based
methodologies can also aid the teacher to review several lessons. Using tasks, where the students,
given the parameters, will develop motivation to use their learning more creatively.
In a recent essay, published in the Washington Post, October 24, 2014, a teacher
documents her shadowing the life of two students for two days. This teacher found that students
sat too much, were told to stay focused, and were stymied in their learning due to class style.
Perhaps as teachers and administrators, this idea would shape our teaching methodology to be
more effective if it were mandatory before accepting a position in education. There is also
evidence of business leaders working on the floor of their workspaces, which have changed
policies within the companies they work. (Strauss: 2014, 11.24)
14

Works Cited
Culatta, R. (2011, January 1). Zone of Proximal Development. Retrieved November 2, 2014,
from http://www.innovativelearning.com/
Friesen, P. (2014). From Grammar to Critical Thinking in Seven Steps at 2013 KOTESOL DCC
Symposium. Sino-US English Teaching, Vol. 1,(No. 4,), 229-237.
Izadpanah, S. (2010). A study on Task-based Language Teaching: From theory to practice. USChina Foreign Language, Volume 8(No.3 (Serial No.78)), 47-56.
Strauss, V. (2014, October 24). Teacher spends two days as a student and is shocked at what she
learns. Retrieved November 2, 2014.
Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling
in social context (p.35). New York: Cambridge University Press.
Woo, Y., Herrington, J., Augustinho, S., & Reeves, T. (2007). Implementing Authentic Tasks in
Web-based Learning Environments. EDUCAUSE QUARTERLY, Number 3, 36-43.
References
Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In
Bygate, M., Skehan, P., and Swain, M. (Eds.), Researching Pedagogic Tasks: Second
Language Learning, Teaching and Testing. Harlow: Longman.
Bygate, M., Skehan, P., and Swain, M. (Eds.), (2001). Researching Pedagogic Tasks: Second
Language Learning, Teaching and Testing. Harlow: Longman.
Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University
Press.
15

Nunan, David Designing tasks for communicative class room, Cambridge University Press,
1989. Motivating the adult learner, available online http://www.911trainer.com/docs/
Dump. pdf, retrieved on 02 October, 2014.
Nunan, D. (2003). The impact of English as a global language on educational policies and
practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589-613.
http://dx.doi.org/10.2307/3588214
Ogle, D. S. (1986). K-W-L group instru
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press.
Vygotsky, L. (1986), Thought and Language. Massachusetts, The MIT Press.
16

Appendix 1 Script for the Pink Panther Hamburger pronunciation

Teacher
Student.
Lets study a useful sentence. Can you say, Can I get a pepperoni pizza?.
Cen I git a pippironi pisa?
Can I get a pepperoni pizza?
Can ny git a pe-paroni pieza?
Nope lets break it down.
Can
cen
Can
cenn
Can
can
I
ny
I
ey
I
I
Get
git
Get
gitt
Get
ge-t
A
ea
A
a
Pepperoni
piporonne
Pepperoni
pipironing
Pe
pe
per
per
Ro
-ro
Ni
-ni
Pizza
17

Pieze! Can I get a pepperoni pizza? Cam I git a paparoti pisa!
Its not paparoti pisa. Pepperoni pizza
Im not saying paparoti pisa. I said paparoti pisa.
Can I get a pettoroni puzza?
Can I get a paperoni pita?
Pepperoni pizza!
Can I get a papalroni pisa!
Maybe we should stop!
We dont quit, we do not quit, again! again!
Can I get a pepperoni pizza!
Can I get a pepe-roni pizza!
Can I get a peperoni pizza!
Can I get a poporoni pisa!
Can I get a pepperoni pizza!
Paporone pisa..
18

Appendix 2 Freshman music transition task

Note: Underlined words are the teachers changes under Group 1 paragraph 2
Group 1
It might seem crazy what I'm 'bout to say
Sunshine she's here, you can take a break
I'm a hot air balloon that could go to space
With the air like I don't care, baby, by the way
It might seem crazy what I'm 'bout to say
Moonshine she's here, you can make a steak
I'm a warm blood baboon that could walk to home plate
With the air like I don't care, baby, by the way
Group 2
Because I'm happy...
Clap along if you feel like a room without a roof
Clap along if you feel like happiness is the truth
Clap along if you know what happiness is to you
Clap along if you feel like that's what you want to do
Group 3
Here comes bad news, talkin' this and that
But give me all you've got, and don't hold it back
Well, I should probably warn you, I'll be just fine
No offense to you, don't waste your time, here's why...
Group 4
Clap along if you feel like a room without a roof
Clap along if you feel like happiness is the truth
Clap along if you know what happiness is to you
19

Clap along if you feel like that's what you want to do
All Groups
Bring me down... can't nothing...
Bring me down... my level's too high...
Bring me down, I said (let me tell you now)
Bring me down... my level's too high...
Bring me down, I said...
20

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[TBL: Working better in a set system]

TBL: Working better in a set system

TBL: Working better in a set system

1.0 Understanding the focus of TBL

TBL: Working better in a set system

TBL: Working better in a set system

(Tharp & Gallimore:1988, 35).

TBL: Working better in a set system

TBL: Working better in a set system

TBL: Working better in a set system

TBL: Working better in a set system

3.02 Tasks in a set class

From Grammar to Critical Thinking in 7 Step,

TBL: Working better in a set system

TBL: Working better in a set system

TBL: Working better in a set system

TBL: Working better in a set system

TBL: Working better in a set system

TBL: Working better in a set system

TBL: Working better in a set system

TBL: Working better in a set system

Appendix 1 Script for the Pink Panther Hamburger pronunciation

TBL: Working better in a set system

TBL: Working better in a set system

Appendix 2 Freshman music transition task

TBL: Working better in a set system

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