TASK-BASED TEACHING PRACTICE PERCEIVED BY CIVIL ENGINEERING STUDENTS: A LOCAL EFL CONTEXT

Abstract

Augmenting students’ communicative language competence can comprise widely range of means. One of them is through Task-based language teaching (TBLT) approach. This approach accentuates on the use of task, allowing students to perform target language communicatively. Most studies on TBLT practice show positive results along with many teachers assert that TBLT is one of the finest approaches they can practice. By the same token, students also view TBLT in a positive manner. However, the current studies appear to focus on English students whereas TBLT is also practiced for non-English ones like students of engineering, economics, and etc. Non-English students tend to be discrete from English ones, particularly in terms of language ability and exposure. This study is therefore aimed at exploring perception of 47 civil engineering students towards TBLT practice during ESP subject. Perception questioner was deployed to the students to have knowledge on their views. Three essential constructs in TBLT are measured, i.e., the nature of tasks, difficulty level of tasks, and teacher’s roles during the practice. The result of the data analysis indicates that most of the students have positive views on all of the constructs.