IMPACT OF TASK-BASED LEARNING ON LEARNER AUTONOMY
Ключевые слова:
Keywords: Task-Based Learning, Learner Autonomy, Language Education, Self-Directed Learning, Mixed-Methods ResearchАннотация
This study examines the impact of Task-Based Learning (TBL) on learner
autonomy in language education. TBL, an approach that emphasizes using language as
a tool for accomplishing meaningful tasks, has been posited to foster greater learner
independence by encouraging self-directed learning and critical thinking. This research
involved a mixed-methods design, including surveys, interviews, and classroom
observations, to assess how TBL influences students' ability to take charge of their
learning. The findings indicate that TBL significantly enhances learner autonomy by
promoting active engagement, self-regulation, and problem-solving skills. The study
concludes with recommendations for integrating TBL strategies to support autonomous
learning and suggestions for further research.
Библиографические ссылки
References
Beckett, G. H., & Slater, T. (2005). Task-Based Learning in the Language
Classroom. Cambridge University Press.
Benson, P. (2001). Teaching and Researching Autonomy in Language Learning.
Pearson Education.
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University
Press.
Maftuna Abdurasulova. (2024). SIGNIFICANCE OF TASK-BASED
INSTRUCTIONS ON THE DEVELOPMENT OF SPEAKING SKILLS IN EFL
STUDENTS. Лучшие интеллектуальные исследования, 17(2), 111–113.
Retrieved from https://web-journal.ru/index.php/journal/article/view/3736
Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
