Comparison of Whole-class Discussion and Task-based Activity: A Small-Scale Study

Abstract

This study examined the participation patterns and effectiveness of two different sets of materials applied with two different treatments: Treatment 1 consisted of a Task-based activity; Treatment 2 used a whole-class discussion approach (Question/Answer Paradigm). The research examined the opportunities students had to venture an answer and which instructional treatment was more relevant and effective. The quantity of information students could remember immediately after instruction, one week later, and the information that emerged through the interactional formats were measured. Each procedure was carried out for approximately one hour and then participants were asked to write a summary. After a week, the same procedure was carried out to see how much information they could remember. This thesis aimed to assess the opportunities L2 learners had to express, interpret and negotiate meaning by comparing the two instructional treatments. All the interactions were transcribed. The learners’ response towards the task-based activity showed positive results and the task-based activity was considered as a better pedagogical instrument.