Speaker
Description
Despite ongoing educational reforms in Japan, many university students report low confidence and motivation in spoken English. This presentation outlines the development of a task-based syllabus for oral communication classes grounded in research on Task-Based Language Teaching (TBLT). Drawing on a needs analysis of 125 students and classroom piloting, the materials follow a meaning-focused task cycle in which attention to form follows communication. Preliminary teacher observations and student feedback from pilot classes are discussed.
Abstract section 5: References
Cutrone, P. (2025). EFL speaking in the Japanese university context: A comparison of task-based and presentation-practice-production pedagogical approaches. TESOL Communications Journal, 4(2), 1–25.
Cutrone, P. (2026). Comparing the effects of TBLT and PPP on the development of willingness to communicate and conversational engagement among Japanese EFL university students. Asian Journal of English Language Teaching, 35(1), 83–110.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Long, M. (2015). Second language acquisition and task-based language teaching. Wiley-Blackwell.
Willis, J., & Willis, D. (2007). Doing task-based teaching. Oxford University Press.
Abstract section 3: Content/method
This presentation outlines the procedure followed in developing the course: conducting a needs analysis of 125 students, identifying themes and communicative goals, and sequencing units by task complexity. It then explains the fluency-first task cycle (Ellis, 2003; Willis & Willis, 2007): pre-task preparation, main task, planning and reporting, noticing, focus on form, and task repetition. Finally, it describes how piloting and classroom feedback informed revisions to implementation.
Abstract section 2: Contribution/research questions
This practice-oriented presentation explains how a task-based syllabus was developed for Japanese university English communication courses. It aims to show teachers how systematic needs analysis and classroom piloting can inform the selection of themes, communicative outcomes, and pedagogical sequencing, and how these insights can guide the practical implementation of task-based units.
Abstract section 1: Relevance
Although communicative competence remains a central objective of English education in Japan, many university students continue to report difficulties with speaking fluency and limited confidence. A continued emphasis on form-focused instruction, combined with relatively few opportunities for sustained interaction, can restrict learners’ willingness to communicate. Recent research in Japanese higher education suggests that Task-Based Language Teaching (TBLT) can promote engagement (Cutrone, 2026) and support oral development when tasks are meaning-focused and aligned with learners’ goals (e.g., Long, 2015). Comparative classroom studies further indicate that TBLT may foster stronger speaking development than traditional Presentation–Practice–Production approaches (e.g., Cutrone, 2025).
Abstract section 4: Outcomes/results
This practice-oriented presentation walks participants through the practical stages of designing a task-based syllabus, beginning with conducting a needs analysis and translating results into meaningful communicative goals. It demonstrates how to design and sequence tasks, pilot materials, and refine lessons based on classroom feedback. Participants will examine sample units and reflect on how to adapt similar procedures to their own contexts. The session also explores practical ways to monitor learner progress, including changes in willingness to communicate (WTC) and oral performance over the duration of a course.
| Title | Needs to Tasks: TBLT Speaking Materials for Japan's Unis |
|---|---|
| Teaching Context | College and university education |