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Title: The perceived effectiveness of the implementation of task-based language teaching and mediation procedures for the teaching of business presentations at a Thai university
Author: Payukmag, Wuttiya
ISNI:       0000 0004 5348 1901
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2014
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This case study investigates the impact of task-based language teaching (TBLT) and mediation procedures on the teaching of business presentations at a university in Thailand. A task-based course was developed, which took into account national and institutional education policies regarding the development of business-related knowledge and skills and the limited English proficiency and knowledge of the business world possessed by the learners. Three core tasks, namely Describing Company Profiles, Describing Products, and Describing Trends were designed utilising Willis’ framework (Willis, 1996). The course was delivered over the course of six sessions to two groups of students (n = 22 and 25 respectively). Mixed methods data collection techniques were employed to examine 1) the appropriateness of the designed tasks, 2) the effectiveness of TBLT, 3) the effectiveness of mediation procedures integrated in task implementation and 4) suggestions for the improvement of tasks, TBLT and mediation practices. The data was collected through pre- and post-intervention questionnaires, observer and student interviews, research journals, class observation notes, and audio and video recording of class interactions from four observers and the two groups of students mentioned above. The qualitative analysis of data focused on participant perceptions of TBLT and mediation as well as on participant recommendations. The findings indicate both positive feedback and the existence of a number of critical issues. Participants were generally satisfied with the use of a wide range of materials and the usefulness of course content. The most significant participant concerns were related to teaching and learning conditions, content relevance and coverage, task complexity and difficulty, task materials, language focus (i.e. vocabulary and grammar teaching), peer feedback and teacher feedback, peer engagement as well as teacher mediation. Implications are also discussed, particularly the greater incorporation of explicit grammar teaching and the increase in number of teaching hours to allow for individual presentation practice and mediation on linguistic difficulties.
Supervisor: Not available Sponsor: University of the Thai Chamber of Commerce
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LG Individual institutions (Asia. Africa)