Learners' Performance in Doing Task with and without Teacher’s Presence

Massoud Rahimpour and Elham Zakeri

English Language Teaching, 2011, vol. 4, issue 2, 66

Abstract: Recently task-based language teaching has attracted many researchers’, testers’ and syllabus designers’ attention and consequently a lot of studies are carried out in this field. This study was conducted in the task-based realm too. The main purpose of this study was to investigate the effect of teacher’s presence on learners’ performance in doing task with and without teacher presence. The participants of this were forty (40) EFL intermediate male and female English learners who were chosen randomly. The results of statistical analysis of the collected data revealed that teacher’s presence affected the participants’ oral performance in terms of fluency but not their accuracy and complexity. The findings of this study have implications for language teaching, testing and syllabus design.

Date: 2011
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/10768/7611 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/10768 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:4:y:2011:i:2:p:66

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().