چکیده:
Teacher education programs are ought to deal with the issue of language
proficiency. Moreover, finding appropriate framework to help prospective
teachers with different learning styles to transform the acquired knowledge and
skills into actual teaching practice is highly promising. Task Based Instruction
(TBI) might pave the way for such transformative learning. This study
attempted to testify this hypothesis. To this end, among 105 available EFL
teacher trainees, who were instructed through the TBI, 76 trainees in four
experiential learning styles (n = 19), were selected for further analysis. There
was no control group in this study. The trainees were first selected through
convenience sampling; they were then administered to experiential learning
style inventory. Through a mixed-method design, the TBI and experiential
learning style effects on trainees‘ reading skills and transformation of the
acquired skills were examined. A wide range of qualitative and quantitative
instruments were implemented in this study. The results of the questionnaires,
tests and observation checklist were analyzed quantitatively. For interview
results, both quantitative (percentages) and qualitative analysis were employed.
The results demonstrated that the TBI had a significant effect on trainees‘
reading skills; the transformation was also observed. However, no significant
effect of experiential learning styles was observed. At the end, some
recommendations are provided.
خلاصه ماشینی:
<H2>Task-Based Reading Course for EFL Teacher Trainees with Different Experiential Learning Styles: A Transformative Orientation</H2> Amin Khanjani* Ph. D Candidate, Payame Noor University, Tehran, Iran <H2>Fereidoon Vahdany</H2> Assistant Professor, Payame Noor University, Tehran, Iran <H2>Manoochehr Jafarigohar</H2> Associate Professor, Payame Noor University, Tehran, Iran Abstract Teacher education programs are ought to deal with the issue of language proficiency.
Moreover, finding appropriate framework to help prospective teachers with different learning styles to transform the acquired knowledge and skills into actual teaching practice is highly promising.
Task-Based Instruction (TBI) has the potentiality to keep step with the most recent models of teacher education, which focus on experiential learning and reflective practice.
In fact, TBI as an approach deeply rooted in constructivist and experiential learning assumptions (Nunan, 2004) can be promising in enhancing L2 teacher trainees‘ academic language skills (Ogilvie &amp; Dunn, 2010).
Chien (2014) in a qualitative case study investigated the integration of a task-based approach into a TESOL course in a language teacher education program in Taiwan with regard to 39 participants‘ attitude and learning.
This brief literature review reveals that the issue of teaching reading skills through TBI and the effect the experiential learning style might have on the trainees‘ achievement in the EFL teacher training context have not been adequately addressed so far, the gap which this study tries to fill.
Instruments To obtain a valid and reliable picture of the effects of the reading tasks, different types of instruments were used: PET reading comprehension tests; a task-based perception questionnaire; a learning style inventory, semi-structured interviews; and an observation checklist.