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TASK-BASED LEARNING AND ITS EFFECT ON VOCABULARY
ACQUISITION IN ESL LEARNERS
Ish ukh aye a Fe uza Xu shi qizi
[email p o ec ed]
SamDCHTI, 2-ku s magis an i
Supe iso : Begma o a Dilnoza Mux a o na
SamDCHTI, Pedagogika anla i boyicha
alsa a dok o i (PhD), p o esso . .b
[email p o ec ed]
Abs ac : This s udy explains how Task-Based Lea ning (TBL) helps ESL lea ne s
imp o e hei ocabula y. Many s uden s ind i di icul o emembe new wo ds when
hey only s udy wo d lis s. TBL gi es lea ne s eal asks whe e hey mus use new
ocabula y o communica e. In his s udy, one g oup lea ned ocabula y h ough TBL
ac i i ies, and ano he g oup lea ned wi h adi ional exe cises. A e eigh weeks, he
TBL g oup lea ned mo e wo ds and emembe ed hem be e . They also said ha
lea ning wi h asks was mo e in e es ing and made hem mo e con iden . The esul s
show ha TBL is a use ul way o help s uden s lea n and use new ocabula y.
Keywo ds: Task-Based Lea ning; ocabula y lea ning; ESL lea ne s; language asks;
wo d e en ion.
Аннотация: В этом исследовании объясняется, как обучение на основе заданий
(TBL) помогает студентам ESL лучше учить словарный запас. Многим
студентам трудно запоминать новые слова, если они только учат списки слов.
TBL дает им реальные задания, где нужно использовать новые слова для
общения. В исследовании одна группа учила слова с помощью TBL, а другая —
через обычные упражнения. Через восемь недель группа TBL выучила больше
слов и запомнила их лучше. Студенты также сказали, что задания были
интереснее и давали больше уверенности. Результаты показывают, что TBL —
полезный метод для изучения новых слов.
Ключевые слова: TBL; изучение слов; студенты ESL; языковые задания;
запоминание слов.
Anno a siya: Ushbu adqiqo Task-Based Lea ning (TBL) usulining ESL
o‘qu chila ida lug‘a boyligini oshi ishga qanday yo dam be ishini ushun i adi. Ko‘p
o‘qu chila yangi so‘zla ni eslab qolishda qiynaladi, ayniqsa aqa so‘z o‘yxa la ini
yodlaganda. TBL esa o‘qu chila ga yangi so‘zla ni haqiqiy azi ala da ishla ish
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imkonini be adi. Tadqiqo da bi gu uh so‘zla ni TBL o qali, ikkinchi gu uh esa
an’ana iy mashqla o qali o‘ gandi. Sakkiz ha adan so‘ng, TBL gu uhi ko‘p oq so‘z
o‘ gandi a ula ni yaxshi oq eslab qoldi. Ula azi ala o qali o‘ ganish qiziqa li oq a
ishonchli oq bo‘lganini ay di. Na ijala TBL usuli yangi so‘zla ni o‘ ganish uchun
oydali ekanini ko‘ sa adi.
Kali so‘zla : Task-Based Lea ning; so‘z o‘ ganish; ESL o‘qu chila i; il azi ala i;
so‘zla ni eslab qolish.
INTRODUCTION
Vocabula y is one o he mos impo an pa s o lea ning a new language. Wi hou
enough wo ds, s uden s canno speak, ead, o w i e well. Many ESL lea ne s say ha
ocabula y is hei bigges p oblem. A s udy by Na ion (2013) shows ha an English
lea ne needs a leas 2,000–3,000 common wo ds jus o communica e in daily li e,
bu mos s uden s in ESL class ooms know only 1,000–1,500 wo ds. This means hey
canno unde s and many simple ex s o exp ess hei ideas clea ly. T adi ional
ocabula y lea ning, such as memo izing wo d lis s, o en does no help s uden s
emembe new wo ds o a long ime. Resea ch om B own (2014) shows ha lea ne s
o ge up o 70% o new wo ds a e one week i hey only s udy lis s wi hou using he
wo ds in eal communica ion.
Task-Based Lea ning (TBL) is a me hod ha helps s uden s lea n ocabula y by using
he language o comple e eal asks. Fo example, s uden s may plan a ip, sol e a
p oblem, o desc ibe pic u es. In hese ac i i ies, hey mus use new wo ds na u ally.
S udies show ha TBL inc eases mo i a ion and imp o es ocabula y e en ion.
Lambe (2022) ound ha s uden s who used TBL emembe ed mo e han wice as
many wo ds compa ed o s uden s who s udied om wo d lis s. Because many ESL
lea ne s s uggle wi h ocabula y, his s udy explo es how TBL can help hem lea n
and emembe new wo ds be e . I compa es s uden s who lea n ocabula y h ough
asks wi h s uden s who lea n ocabula y using adi ional exe cises.
Me hods
This s udy was done wi h 36 se en h-g ade s uden s om a public middle school. All
s uden s we e 12–13 yea s old, and hey had been lea ning English o abou 4 yea s.
The esea ch las ed o eigh weeks du ing he school’s egula English lessons. Be o e
he s udy s a ed, he s uden s ook a simple Vocabula y Le els Tes based on Na ion
(2013). Thei a e age sco e was 850 wo ds, which is no mal o his age g oup
acco ding o Camb idge Assessmen (2021).
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The s uden s we e di ided in o wo g oups o 18 s uden s each.
The i s g oup was he Task-Based Lea ning (TBL) g oup. This g oup lea ned new
wo ds h ough weekly asks. The asks we e designed o be un and sui able o 7 h
g ade s. Some examples include c ea ing a class schedule, planning a bi hday pa y,
desc ibing pic u es, comple ing a easu e-hun ask, and making a simple dialogue.
Each week, he TBL g oup lea ned 8–10 new ocabula y i ems, and hey had o use
he wo ds inside he ask, no jus memo ize hem. The second g oup was he adi ional
lea ning g oup, which lea ned ocabula y h ough no mal class oom me hods. They
used wo d lis s, ansla ions, gap- ill exe cises, and ma ching asks. They s udied he
same 8–10 new wo ds each week bu did no use hem in communica ion o g oup
asks.
Bo h g oups had h ee English lessons pe week, and each lesson las ed 45 minu es,
which is he s anda d lesson ime in many middle schools. The same English eache
augh bo h g oups o make he compa ison ai . The eache used ocabula y om he
school’s o icial 7 h-g ade English ex book so ha he lessons ma ched he na ional
cu iculum. A he end o he eigh weeks, bo h g oups ook he same ocabula y es
again o see how many new wo ds hey had lea ned. One week a e he pos - es , he
s uden s ook a sho e en ion es o check how many wo ds hey s ill emembe ed.
Resea ch shows ha younge lea ne s o ge new wo ds quickly i hey do no use hem
ac i ely (B own, 2014), so his ex a es helped measu e eal lea ning. S uden s also
w o e sho commen s abou how hey el du ing he s udy. They answe ed simple
ques ions such as: “Was his me hod easy?”, “Did you enjoy lea ning?”, and “Did you
emembe he wo ds be e ?” These commen s helped he esea che unde s and how
he s uden s expe ienced each lea ning me hod.
Resul s
The esul s o he s udy showed a clea di e ence be ween he wo g oups o se en h-
g ade s uden s. The g oup ha lea ned ocabula y h ough Task-Based Lea ning (TBL)
imp o ed much mo e han he g oup ha lea ned ocabula y h ough adi ional
class oom me hods. A e eigh weeks, he TBL g oup lea ned an a e age o 42 new
wo ds. The adi ional g oup lea ned an a e age o 18 new wo ds. This means ha he
TBL g oup lea ned mo e han wice as many wo ds as he adi ional g oup. The TBL
g oup also emembe ed mo e o he wo ds du ing he ollow-up e en ion es . One
week a e he pos - es , he TBL g oup emembe ed abou 72% o he new wo ds. The
adi ional g oup emembe ed only abou 39%. This shows ha s uden s who used
wo ds in eal asks could keep he wo ds in hei memo y o a longe ime.
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S uden s’ commen s suppo ed he es esul s. Many s uden s in he TBL g oup said
ha lea ning wi h asks was mo e enjoyable and helped hem emembe he wo ds
because hey used hem while alking, planning, and wo king in g oups. They also said
hey el mo e con iden using English du ing he asks. S uden s in he adi ional
g oup said i was di icul o emembe he wo d lis s, and hey some imes o go he
meanings quickly. The es sco es and s uden e lec ions oge he show ha Task-
Based Lea ning helped se en h-g ade s uden s lea n and emembe ocabula y mo e
e ec i ely han adi ional me hods. Using he wo ds in eal-li e asks made lea ning
easie , mo e meaning ul, and mo e enjoyable o he s uden s.
Discussion
The esul s o he s udy show ha se en h-g ade s uden s lea ned ocabula y be e
when hey used Task-Based Lea ning (TBL). The s uden s in he TBL g oup lea ned
mo e wo ds and emembe ed hem longe because hey used he new ocabula y inside
eal asks. When s uden s use wo ds in speaking, planning, o g oup wo k, he wo ds
become mo e meaning ul o hem. This helps he b ain emembe he wo ds mo e
easily. Resea ch also shows ha young lea ne s lea n as e when hey connec new
wo ds wi h eal ac ions and si ua ions, and he esul s o his s udy suppo ha idea.
The adi ional g oup did no lea n as many wo ds because hey mos ly memo ized
wo d lis s and did simple exe cises. Many s uden s said ha his me hod was bo ing
and di icul . They o en o go he wo ds because hey did no use hem in eal
communica ion. This ma ches ea lie s udies ha show ha ocabula y lea ned h ough
memo iza ion o en disappea s quickly i i is no used in con ex .
S uden s in he TBL g oup also epo ed highe mo i a ion. They said he asks we e
un, ac i e, and helped hem wo k wi h classma es. Some s uden s men ioned ha he
asks made hem eel mo e con iden speaking English, e en i hey made mis akes.
This is impo an because con idence helps s uden s p ac ice mo e, and mo e p ac ice
leads o be e lea ning.
Al hough TBL was mo e e ec i e, some s uden s said ha asks some imes ook mo e
ime and equi ed g oup coope a ion. A ew s uden s el shy speaking in on o
o he s, bu his p oblem dec eased o e ime as hey became mo e com o able. This
shows ha TBL equi es p ac ice and eache suppo , especially a he beginning.
O e all, he discussion sugges s ha TBL is a s ong and e ec i e me hod o eaching
ocabula y o se en h-g ade ESL lea ne s. I helps s uden s unde s and, use, and
emembe new wo ds be e han adi ional me hods. Using asks makes lea ning mo e
meaning ul, enjoyable, and ac i e o young lea ne s. A he same ime, eache s should
guide s uden s and help hem wo k oge he so ha all lea ne s bene i om he asks.
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Conclusion
This s udy shows ha Task-Based Lea ning (TBL) is a e y e ec i e me hod o
helping se en h-g ade ESL s uden s lea n new ocabula y. The s uden s who lea ned
h ough asks imp o ed mo e han he s uden s who lea ned h ough adi ional
exe cises. The TBL g oup lea ned mo e wo ds, emembe ed hem longe , and el mo e
con iden using English. This shows ha using ocabula y in eal-li e asks helps
young lea ne s unde s and he meaning o wo ds and keep hem in hei memo y. The
s udy also shows ha s uden s enjoy lea ning mo e when hey a e ac i e and wo king
oge he . The asks made he lessons mo e in e es ing and un, so s uden s we e
mo i a ed o lea n. When s uden s a e mo i a ed, hey y ha de , p ac ice mo e, and
lea n as e . T adi ional me hods, like memo izing wo d lis s, did no gi e he same
le el o mo i a ion o long- e m lea ning. Howe e , he s udy also sugges s ha
eache s play an impo an ole in making TBL success ul. Some s uden s needed help
wo king in g oups o unde s anding how o comple e he asks. Wi h he eache ’s
guidance, he asks became easie and mo e enjoyable. This means ha TBL wo ks
bes when eache s suppo s uden s and c ea e a posi i e lea ning en i onmen .
In gene al, he conclusion o his esea ch is clea : Task-Based Lea ning helps se en h-
g ade ESL s uden s lea n ocabula y in a mo e meaning ul, enjoyable, and e ec i e
way. Fu u e s udies can look a how TBL can imp o e o he skills, such as speaking,
eading, and w i ing. Using TBL egula ly in middle school class ooms can help young
lea ne s de elop s onge language skills and eel mo e con iden using English.
Re e ences
1. B own, H. D. (2014). P inciples o Language Lea ning and Teaching (6 h ed.).
Pea son Educa ion.
2. Camb idge Assessmen English. (2021). English Vocabula y P o ile: Lea ning
P og ession o Young Lea ne s. Camb idge Uni e si y P ess.
3. Ellis, R. (2017). Task-Based Language Teaching: Theo y and P ac ice.
Camb idge Uni e si y P ess.
4. Lambe , C. (2022). Engagemen and ocabula y g ow h in ask-based language
eaching. Language Teaching Resea ch, 26(3), 456–472.
5. Na ion, I. S. P. (2013). Lea ning Vocabula y in Ano he Language (2nd ed.).
Camb idge Uni e si y P ess.
