Version 1
: Received: 19 June 2023 / Approved: 20 June 2023 / Online: 20 June 2023 (10:53:58 CEST)
How to cite:
Eslit, E.R. Unlocking Cognitive Potential: Exploring the Transformative Power of Task-Based Instruction in Tertiary Language Education. Preprints2023, 2023061386. https://doi.org/10.20944/preprints202306.1386.v1
Eslit, E.R. Unlocking Cognitive Potential: Exploring the Transformative Power of Task-Based Instruction in Tertiary Language Education. Preprints 2023, 2023061386. https://doi.org/10.20944/preprints202306.1386.v1
Eslit, E.R. Unlocking Cognitive Potential: Exploring the Transformative Power of Task-Based Instruction in Tertiary Language Education. Preprints2023, 2023061386. https://doi.org/10.20944/preprints202306.1386.v1
APA Style
Eslit, E.R. (2023). Unlocking Cognitive Potential: Exploring the Transformative Power of Task-Based Instruction in Tertiary Language Education. Preprints. https://doi.org/10.20944/preprints202306.1386.v1
Chicago/Turabian Style
Eslit, E.R. 2023 "Unlocking Cognitive Potential: Exploring the Transformative Power of Task-Based Instruction in Tertiary Language Education" Preprints. https://doi.org/10.20944/preprints202306.1386.v1
Abstract
Task-Based Instruction (TBI) is a dynamic approach in tertiary language education that emphasizes the integration of authentic and meaningful tasks to enhance language learning outcomes. This study aims to explore the implementation of TBI in the Philippines, investigate its cognitive benefits and transformative nature, identify pedagogical considerations, and provide recommendations for optimization. The study employed a qualitative research design, with data collected from five private schools in Iligan City. A purposive sampling procedure was used to select 20 participants who engaged in interviews, focus group discussions, and thematic analysis. The results revealed that TBI positively influenced language proficiency, cognitive development, learner autonomy, intercultural competence, and pedagogical considerations. Participants reported enhanced language skills and increased confidence in real-life language use. They also highlighted the development of critical thinking, problem-solving, and decision-making skills through engaging in challenging tasks. TBI was found to empower learners by promoting autonomy, ownership, and self-directed learning. Additionally, it cultivated intercultural communicative competence and fostered appreciation for diverse perspectives. Pedagogical considerations included task design, clear instructions, scaffolding, and feedback, while recommendations focused on optimizing TBI, integrating technology-enhanced learning, and supporting professional development for educators. This research contributes to the growing body of literature on TBI in tertiary language education and underscores its potential for creating transformative learning experiences. The findings provide valuable insights for educators, curriculum designers, and policymakers in enhancing language education practices in the Philippines and beyond.
Keywords
cognitive potential; Task-Based instruction; tertiary language education; transformative power
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
