Abstract:

The aim of this study was to research on the impact of a task-based learning approach (TBL) on fully online English courses. More specifically, it focused on the perceptions of students and teachers involved in A2 and B1 three-month-online courses at a private university in Madrid. The study consists of two different stages: qualitative and quantitative. The present article draws on the qualitative results based on semi-structured interviews carried out at the end of the courses with the teachers and students involved. The analysis showed that, in general, both teachers and students seemed to have positive perceptions on the courses taught through a TBL methodology. Students, who seemed to be satisfied with the class activities carried out, found the classes to be more dynamic and interactive as compared to other English courses they had been enrolled in previously. This led in turn to an increase in their motivation to learn and attend online classes. They also considered that the courses helped them improve their listening and speaking skills, as well as their acquired vocabulary in English. Regarding teachers’ perceptions, they emphasized the potential of TBL in improving speaking skills in students and they reported that they would use this methodology again in future online English courses.

Keywords:

Second language acquisition, task-based learning, TBL, online instruction, teacher training.