TASK-BASED INSTRUCTION AND LANGUAGE ASSESSMENT
Abstract
This study examines the integration of task-based instruction (TBI) and language assessment, focusing on the effectiveness of TBI in evaluating language proficiency. By employing a mixed-methods approach, the research explores how TBI impacts language assessment practices, the challenges faced by educators, and the perceptions of both teachers and students. Results indicate that TBI offers a more holistic and practical measure of language skills, though challenges such as task design and standardization remain. The study provides recommendations for effective implementation of TBI in language assessment.
Keywords
Task-Based Instruction, Language Assessment, Language Proficiency, Mixed-Methods Approach, Task Design, Standardization, Holistic Evaluation.
References
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