The Role of Learning Styles in the Success of TBLT in EFL Classrooms in Saudi Arabia

Abstract

Despite the recognition of Task-Based Language Teaching (TBLT) in English language learning classes in different contexts, its successful implementation in EFL contexts has attracted insufficient attention. As an offshoot of communicative language teaching, TBLT can provide EFL language learners with ample opportunities to embark on using language for more communicative purposes through interaction and engaging in collaborative tasks. The present study adopts an action research approach to implementing TBLT in a traditional language learning context at a major international university in Saudi Arabia. In particular, it intends to determine the students’ (N = 25) learning styles using Felder-Silverman Learning Style Model (FSLSM) and to use varying tasks to tackle the common learning problems such as lack of participation in learning activities and low motivation. The analysis of data from different data collection instruments revealed that applying TBLT approach in this context helped students enhance their interaction with their classmates and teacher and used English for more authentic purposes while performing a series of learning tasks. In addition, the implementation of TBLT in this context motivated students to engage in different learning activities. At the end, implications of the findings for further research are discussed.