Youngkyun Baek, Sam Eisenberg, Vol. 3, No. 4, pp. 7-12, Dec. 2021
10.22662/IJASC.2021.3.4.007, Full Text:
Keywords: Instructional design, Language teaching, Learner’s autonomy, Strategy-based instruction, Task-based Learning and Teaching, Instructional design

Abstract

Background/Objectives: This paper aims to discuss the ways in which instructional design practices can be improved through the use of task-based learning and strategy-based instructional approaches. Methods/Statistical analysis: Recent studies on task-based language (TBL) and strategy-based approaches to language teaching were reviewed to discuss their implications for instructional design. Findings: The researchers found that task-based learning approaches can cultivate learner autonomy; however, it is necessary to provide the appropriate amount of scaffolding in order to ensure that learners do not construct false knowledge. Furthermore, strategies should also be taught to learners in order to become more successful learners. Some strategies include instructional strategies, like modeling, as well as learner strategies that involve recognizing lexical patterns and metacognitive strategies. Improvements/Applications: Through the implementation of TBL and SBI, instructional designers can create curricula that encourage learners to become more autonomous and effective foreign language learners.

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