The Effect of a proposed English Language Program based on both Content-based & Task-based approaches on developing Secondary Stage Students’ Language Proficiency (A Case Study)

Abstract

The present study aims at developing secondary stage students' language proficiency in the light of both Content-Based & Task-Based approaches. Seven 2nd year secondary stage students Participated in the study, which took place in the academic year 2014/2015 .They were engaged in a program designed by the researcher based on both Content and Task –Based approaches with the focus of improving their language proficiency, in which they worked both individually and collaboratively. They were also trained to find equivalents (synonyms), reduce shifts while speaking, avoid redundancy, guess the meaning of unfamiliar words, analyze texts, take notes, work in pairs & groups, apply using graphic organizers, and speak out with confidence. Embedded mixed-method was applied as both qualitative and quantative analyses were adopted. First, data was analyzed using suitable statistical techniques. Then, seven students were chosen for the case study. After the application of the program, the students' reflections were chosen for descriptive analysis. Qualitative analysis made use of informal semi-structured interviews conducted with high and low performers, the participants' needs’ assessment and satisfaction questionnaires, and the students' self- evaluation success grid sheets as well. Study findings indicated the effect of the proposed program on developing the participants' language proficiency as a whole. Study results were discussed. Implications and recommendations for further research were stated. Key words: Content-based Instruction, Task-based approach, and Language Proficiency.