Using Tasks with Low Proficiency Learners in English Teaching

Abstract

This paper examines the effects of using holistic tasks with elementary learners of English in a Thai university. The existing course for these learners used a discrete-point syllabus resulting in low motivation and involvement in learning. Six tasks, involving problem solving, creative thinking and values clarification, were added to the course. These tasks led to higher student participation and involvement in learning, and increased self-confidence and self-reliance. It is therefore concluded that holistic tasks provide an effective vehicle for teaching English to elementary learners.