Using Goal Setting and Task Analysis to Enhance Task-Based Language Learning and Teaching.

This paper will focus on the contributions Goal Setting and Task Analysis can make to more effective Task-Based language learning and teaching. Task-Based Language Learning and Teaching has received sustained attention from teachers and researchers for over thirty years (Ellis, 2003; Leaver & Willis, 2004; Long, 1985; Loschky & Bley-Vroman, 1993; Nunan, 2006; Willis & Willis, 2007). It is a well-established pedagogy that includes the following characteristics: major focus on authentic and real-world tasks, choice of linguistic resources by learners, and a clearly defined non-linguistic outcome (Ellis, 2003). Important as a focus on real life tasks and authentic language is, learners still need help accomplishing these tasks especially if the goal is for them to eventually be able to accomplish tasks on their own. Promoting goal setting and task analysis will add value by helping learners plan how they approach a task. If teachers take the time to help learners understand how to plan their individual approaches to a task, the results can be quite rewarding for both teacher and student. These rewards include a transformed learning environment as learners show increased motivation, especially feelings of self-efficacy1, increased self-esteem, increased ability to problem solve, increased learner ability to take control of their learning, greater focus on the learning process, and even transfer of planning skills to other subjects and their personal lives (Castrillon, Jaramillo & Lopez, 2013; Clemente & Rubin, 2008; Tutistar Jojoa del Rosario & Ballesteros Munoz, 2013). Goal Setting and Task Analysis Eventually, each learner needs to be able to determine his/her own SMART goal for a task. While the acronym SMART goal has several interpretations, in our work we use it to mean the following: S (specific), M (measurable), A (achievable), R (realistic), T (time-based). Goals should be Specific enough so that they can be measured; Measures should be observable so learners are able to recognize their own achievement. Measures should be observable without teacher input, so that learners develop control of their own learning process; Achievable requires learners to consider the time and knowledge they bring to accomplish the task (attempting to do a task when a learner does not have the time or sufficient knowledge can be very frustrating and self-defeating). Relevant encourages learners to consider the importance of a task for themselves (the more relevant a goal is to each specific learner, the more motivated that learner will likely be), and Time-Based requires each learner to set a time limit Using Goal Setting and Task Analysis 71 to accomplish a task. By doing so, each learner can then consider whether changes are required in his/her goal or strategy or time allotted to accomplish a goal. Learners need to be involved in setting their own goals for many reasons. Most importantly, when learners set their own goals, they can judge for themselves if and when they have accomplished a goal. Making such judgments can allow learners to feel more in control of their own learning. Further, by stating and then evaluating their own SMART goals learners can gain a sense of accomplishment and self-efficacy2. It is important to consider two kinds of goals: a language goal and learning goal. A language goal focuses on some aspect of the target language that a learner wants to improve (e.g., spelling, pronunciation, vocabulary, grammar, pragmatics, discourse). While in many classrooms, it is the teacher who sets a language goal, if asked learners vary greatly in what they think they need to focus on. Some might feel they are having trouble with spelling while others may report issues with pronunciation or vocabulary. These individual differences can occur while working on the same task. A learning goal focuses on some aspect of the student’s learning process and how he/she will improve it. Some learning goal examples are: working on improving skills in memorizing, developing ways to control emotions, improving ability to set appropriate goals meaningful to a specific learner, or learning how to select appropriate strategies for a particular task.