Evaluating task-based syllabus for EFL learners at Saigon Technology University (STU)
Keywords:task-based syllabus, task-based instruction, EFL learners, evaluation, Vietnam
This research is an evaluation of the effectiveness of task-based syllabus on EFL learners’ language competence at a private university in Vietnam educational context. This research resorts to questionnaire survey, semi-structured interview, and pretest and posttest as instruments for data collection. The research findings revealed that a strength of the current task-based syllabus is the match between lesson topics and students’ expectations. However, the syllabus still created difficulties for students including insufficient vocabulary, unfamiliar structures, and lack of life knowledge. The effect of teaching with task-based syllabus on students’ language performance is also reflected through a significant difference in mean scores between the pretest and the posttest. This research provides an insight into the effectiveness of English teaching through task-based syllabus at a private university in Vietnam setting. It implies to teachers that they need to be sustainable change catalysts for more interesting syllabus for learners.
How to Cite
The submission of originals to BELT - Brazilian English Language Teaching Journal implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite BELT - Brazilian English Language Teaching Journal as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.