The Impact of Task-Based Language Teaching (TBLT) on Senior High School Students' English Learning Engagement
DOI:
https://doi.org/10.61173/ncrvb530Keywords:
Task-Based Language Teaching, senior high school students, English learning engagement, learning motivation, classroom participationAbstract
This study focuses on the impact of Task-Based Language Teaching (TBLT) on senior high school students' English learning engagement, aiming to provide evidence-based optimization strategies for senior high school English teaching. Against the backdrop of deepening basic education curriculum reform in China, and targeting the limitations of traditional teaching models, this study explores the mechanism by which TBLT affects students' behavioral, emotional, cognitive, and motivational engagement. It designs multi-dimensional questionnaires and classroom observation scales, selects samples from high schools of different levels to investigate the current status of learning engagement, analyzes elements such as TBLT task design and implementation processes, constructs theoretical models, and verifies them through experimental methods. By comparing the effects of traditional teaching and TBLT, combined with interviews to explore influencing factors, this study can enrich theoretical discussions in this field, provide optimization strategies for teachers, and contribute to improving teaching quality and implementing the goal of cultivating core competencies.
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