TASK-BASED TEACHING, LEARNING, AND ASSESSMENT IN ELT: A CASE STUDY OF INNOVATIVE PRACTICES
HASAN ALISOY HUSEYN OGLU
Nakhchivan State University
Keywords: Task-Based Teaching, Language Learning, Assessment, English Language Teaching, Innovative Practices, ELT Context
Abstract
This article examines the innovative methodology of task-based teaching, learning, and assessment in English Language Teaching (ELT). Rooted in a shift from traditional teaching paradigms, the task-based approach emphasizes authentic language use and engagement through tasks serving as the central units of planning and instruction. To offer a comprehensive understanding of task-based ELT, the article explores the theoretical underpinnings, presents innovative practices for task design and implementation, and discusses assessment methods in alignment with this approach.
It further highlights a detailed case study that exhibits these concepts in action, offering valuable insights into the real-world implementation and outcomes of task-based practices in an ELT context. The case study illustrates the benefits, such as enhanced language skills, active learning, and overall language competence, as well as challenges associated with the task-based approach, shedding light on potential areas of improvement and adaptation.
The article concludes by considering the implications of these findings for future pedagogical practices, assessment methodologies, and research directions in ELT. It underscores the importance of professional development and collaborative learning opportunities for the effective implementation of task-based practices.
Overall, this article seeks to contribute to the ongoing discourse on innovative methodologies in ELT, with an emphasis on task-based teaching, learning, and assessment. The insights provided aim to inform and inspire educators, researchers, and policymakers towards further exploration and improvement of language teaching and learning strategies.
