Task-Based Instruction with Integration of Technology for Pre-Service English Teachers

Abstract

Writing is considered the most difficult skill to master and become proficient in. Therefore, the selection of teaching method which promotes the use of English language has a major influence on learners’ English proficiency. In addition, the integration of technology can increase learner motivation and attitudes towards English language learning, resulting in English language development. Therefore, in this study, a Task-Based Instruction (TBI) with integration of technology was conducted to enhance pre-service English teachers’ writing
skills and technology skills. An interrupted time series design was employed with a sample of thirtythree pre-service English teachers studying at Ramkhamhaeng University. Data were collected at multiple points in time before, during and after the study to assess participants’ writing skills and technology skills. In addition, a five-point Likert scale questionnaire was administered to measure their satisfaction with the technology-integrated TBI. The data were analyzed by using repeated measures ANOVA, and basic statistical methods including Mean scores and Standard Deviations. The findings revealed that after participating in the study, the pre-service English teachers’ writing skills and technology skills were improved. Furthermore, they expressed a very high level of satisfaction with the technology-integrated TBI.