Enhancing Learner Autonomy Through Task-based Language Teaching-An Action Research

Autonomous language learning and task-based language teaching are two important research areas in language teaching, and in recent years much attention has been given to the development of both areas in theory and practice. Cognitive constructivism and social constructivism emphasize the learners' central place in classroom. They proclaim that learners have their own distinctive personalities, motivation, learning styles and strategies that could affect the learning results. Each person is considered ultimately responsible for his/her own learning and to engage his/her own personality in the learning process. Learning takes place only when learners actively construct their own understanding and knowledge through their interaction with the world around them. Task-based language teaching (TBLT) is viewed as a powerful tool that enhances learners' motivation, responsibility and independence in learning. A task-based curriculum often places the responsibility for learning on the learner while working with tasks; the learner also has the opportunity to learn how to learn. The extent to which responsibility is placed upon the learner depends on the extent of learner autonomy. Studies show that doing tasks may support learner autonomy.Combining the concepts of two research areas, the researcher investigated whether implementing task-based language teaching could have positive effects on students' learner autonomy in Chinese junior high schools. Specifically, the research studied whether TBLT could help students develop positive attitude to autonomous learning, and whether TBLT would help students improve their autonomous learning skills, such as research skills, cooperative skills and communication skills.The research was conducted in the fourth semester in a junior high school. The subjects were 45 second-year students at the age of 14-15 years old. Four research methods were utilized in this study. First, the researcher observed the whole process of the study and took extensive field notes. The students' performances and changes in learning attitude were recorded by the researcher. Second, a pre- and a post-questionnaire were given to elicit relevant information on the participants' perception of and attitudes towards completing tasks and learner autonomy. Third, the students were asked to write tasks reports, daily dairies, finish some evaluation sheets and keepthem and teachers' report in their portfolios. Finally, a follow-up interview with 10 students was conducted to gather their reflections on the effectiveness of TBLT in promoting learner autonomy.All the data collected from questionnaires were calculated in SPSS analysis system. The thesis presents both quantitative and qualitative data analysis gained from the questionnaires. In addition, it reports and analyzes the qualitative data gathered from the researcher's observation, the contents of the students' portfolios, and theinterview with the students.The results of the study yielded the following findings:1) Some significant differences between the pre- and post-questionnaire seemed to show that TBLT could be effective in changing learners' attitudes to EFL and learner autonomy.2) TBLT was proved to be helpful in improving learners' autonomous skills. Participating in tasked-based language activities helped learners develop their research skills, communicative skills and cooperative skills as had been expected; in addition, it enriched the learners' learning strategies for planning, monitoring and evaluating their own studies.In conclusion, the results of this study seem to suggest that TBLT may help create an ideal language environment to promote learner autonomy, which is an important educational goal. The findings of this study only provide one small portion of contribution to this domain. As TBLT is a new trend of EFL education, further studies on its effects on learner autonomy are needed to provide more insights into this domain.