The Impacts of Task-Based Activities on Efl High-Quality Students’ Involvement in British-American Literature

The study focused on seven (7) task-based activities, including (1) making film, (2) making portfolio, (3) group presentation, (4) library search, (5) paper display, (6) making a gift, and (7) literary gala which was applied in two British-American Literature courses such as Introduction to Literature and Introduction to Literary Criticism. A thirty-three-item questionnaire was administered to investigate the effects of those task-based activities on students’ involvement. The interviews for students and teachers were employed to examine students’ perceptions of their involvement in those task-based activities and discover teachers’ observations of students’ involvement in their class. The study sample consists of 120 EFL high-quality students who have taken the two courses of Introduction to Literature and Introduction to Literary Criticism in their curriculum. The findings revealed that students were involved in task-based activities to a significant extent and students had positive perceptions toward their task-based performances. There found a medium correlation between the extent of task-based activities' impacts on students' involvement and students’ perception of their involvement. The crosstabulation signified that the Introduction of Literature course required students to do more task-based activities than the Introduction to Literary Criticism course. Article visualizations: