A Qualitative Study on Technology-Mediated TBLT for Soft Skill Development in an ESAP Course
Date Issued
November 2021
Author(s)
Abstract
The present study explores the implementation of technology-mediated Task-Based Language
Teaching (TBLT) in an undergraduate course and to what extent that affects the students’ soft skill
development. The qualitative study involves 11 English for Specific Academic Purposes (ESAP) first-year students of the Fine Arts Department and implements three technology-mediated tasks: a gallery
interview, increasing audience engagement with books and creating an artefact for promotional
purposes, all designed by author one. The tasks provide real-content and reinforce the development of
three soft skills: convincing, problem-solving and creativity skills, pertinent to a Fine Arts context. The
purpose of the study is to explore a) to what extent the students believe the technology-mediated
tasks affect their soft skill development throughout the semester and b) which set of skills they believe
they have developed more through the tasks. The study uses the collection and analysis of qualitative
data through two semi-structured interviews conducted in weeks 3 (beginning) and 13 (end) of the
semester. Qualitative research aims to offer a more exploratory investigation of the development of
the students’ soft skills. Research findings reveal that the tasks positively affect the students’ soft skills
to a large extent, while convincing skills are more developed through the tasks. Thematic analysis also
illustrates that students feel the whole ESAP curriculum and the class oral discussions conduce to the
development of their soft skills.
Teaching (TBLT) in an undergraduate course and to what extent that affects the students’ soft skill
development. The qualitative study involves 11 English for Specific Academic Purposes (ESAP) first-year students of the Fine Arts Department and implements three technology-mediated tasks: a gallery
interview, increasing audience engagement with books and creating an artefact for promotional
purposes, all designed by author one. The tasks provide real-content and reinforce the development of
three soft skills: convincing, problem-solving and creativity skills, pertinent to a Fine Arts context. The
purpose of the study is to explore a) to what extent the students believe the technology-mediated
tasks affect their soft skill development throughout the semester and b) which set of skills they believe
they have developed more through the tasks. The study uses the collection and analysis of qualitative
data through two semi-structured interviews conducted in weeks 3 (beginning) and 13 (end) of the
semester. Qualitative research aims to offer a more exploratory investigation of the development of
the students’ soft skills. Research findings reveal that the tasks positively affect the students’ soft skills
to a large extent, while convincing skills are more developed through the tasks. Thematic analysis also
illustrates that students feel the whole ESAP curriculum and the class oral discussions conduce to the
development of their soft skills.
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