Publication:
Impact of Task-Based vs. Presentation-Practice-Production Instructional Methods on Students’ Productivity Skills

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Date
2020
Authors
Pham Vu Phi Ho
Do Thi Huyen
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Research Projects
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Abstract
The article compares the impacts of two instructional methods— Presentation-Practice-Production and task-based language teaching—to understand if there are any differences between the two in terms of improving students’ productivity skills. Seventy-eight students at Van Lang University, Ho Chi Minh City, Vietnam participated in the study. Students in the control group were trained using the Presentation-Practice-Production method, while those in the experimental group were trained using the task-based instruction method. Data was collected pre-test and post-test in response to the three research questions. The findings indicated that the task-based instruction model had a great impact on students’ grammatical performance in both writing and speaking, but was not superior to the Presentation-Practice-Production model. New research results confirmed the effectiveness of both methods when teachers put significant effort into their instructional activities.
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Keywords
Task-Based Instruction, Grammatical Performance, Presentation-Practice-Production, Attitude
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