The Effectiveness of Task-Based Language Teaching (TBLT) in Improving IELTS Speaking and Listening Skills for Chinese English Language Learners- A Quasi-Experimental Study using TBLT approach

I. Introduction

    A. Background and Context

        1. Overview of English language
learning in China

        2. Importance of IELTS speaking and
listening skills

        3. Current challenges faced by Chinese
English language learners

    B. Research Problem

        1. Gap in the literature

        2. Rationale for the study

        3. Purpose of the research

    C. Research Questions

        1. Primary research question

        2. Subsidiary research questions

    D. Significance of the Study

        1. Contribution to the field of
language teaching

        2. Implications for language learners,
teachers, and policymakers

    E. Definition of Key Terms

        1. Task-Based Language Teaching (TBLT)

        2. IELTS speaking and listening skills

        3. Chinese English language learners

    F. Overview of the Thesis Structure

II. Literature Review

    A. Overview of Language Teaching Approaches

        1. Traditional Grammar-Translation
Approach

       
2. Audio-Lingual Method

        3. Communicative Language Teaching
(CLT)

        4. Task-Based Language Teaching (TBLT)

    B. Theoretical Framework

        1. Theoretical foundations of TBLT

        2. Relevant theories on language
acquisition and learning

    C. Previous Studies on TBLT and IELTS
Speaking and Listening Skills

        1. Studies examining the effectiveness
of TBLT

        2. Studies focusing on IELTS speaking
and listening skills

        3. Studies specific to Chinese English
language learners

    D. Gaps in the Literature

        1. Inadequate research on TBLT and
IELTS speaking and listening skills

        2. Lack of studies on Chinese English
language learners

    E. Summary of the Literature Review

III. Theoretical
Framework

    A.
Overview of Task-Based Language Teaching (TBLT)

        1. Principles and characteristics of
TBLT

        2. Role of tasks in language learning

    B. Cognitive Perspectives on Language
Learning

        1. Cognitive theories supporting TBLT

        2. Cognitive processes involved in
speaking and listening skills

    C. Sociocultural Perspectives on Language
Learning

        1. Sociocultural theories supporting
TBLT

        2. Role of social interaction in
speaking and listening skills

    D. Interactionist Perspectives on Language
Learning

        1. Interactionist theories supporting
TBLT

        2. Importance of negotiation of meaning
in speaking and listening skills

    E. Synthesis of the Theoretical Framework

IV. Research Design
and Methodology

    A. Research Design

        1. Quasi-experimental design

        2. Selection of participants

        3. Description of treatment and control
groups

    B. Variables

       
1. Independent variable: Task-Based Language Teaching (TBLT) approach

        2. Dependent variables: IELTS speaking
and listening skills

    C. Instrumentation

        1. Description of the IELTS speaking
and listening tests

        2. Design of pre-test and post-test
measures

    D. Data Collection Procedures

        1. Data collection timeline

        2. Procedures for administering tests
and treatments

    E. Data Analysis

        1. Statistical analysis techniques

        2. Treatment of data and interpretation
of results

V. Ethical
Considerations

    A. Informed Consent

        1. Description of the informed consent
process

        2. Protection of participants’ rights
and  privacy

    B. Research Ethics Approval

        1. Institutional review board (IRB)
approval

        2. Ethical considerations in data
collection and analysis

VI. Limitations and
Delimitations

    A. Limitations of the Study

        1. Potential constraints in research
design and methodology

        2. Sample size limitations

    B. Delimitations of the Study

        1. Scope and focus of the research

        2. Contextual factors influencing
generalizability

VII. Chapter Summary 

Chapter Two:
Literature Review

I. Introduction

    A. Recap of the research problem and
research questions

    B. Purpose of the literature review

    C. Overview of the chapter structure

II. Task-Based
Language Teaching (TBLT): Principles and Approaches

    A. Definition and key characteristics of
TBLT

    B. Historical development of TBLT

    C. Theoretical foundations of TBLT

    D. Components of TBLT instruction

        1. Task selection and sequencing

        2. Pre-task, task cycle, and post-task
stages

        3. Language focus and input

        4. Task-based assessment and feedback

III. The Importance
of IELTS Speaking and Listening Skills

    A. Overview of the IELTS exam

        1. Structure and components of the
IELTS exam

        2. Significance of speaking and
listening skills in IELTS

    B. Challenges faced by Chinese English
language learners in IELTS

        1. Cultural and linguistic factors
influencing speaking and listening skills

        2. Common difficulties and
misconceptions

    C. Role of speaking and listening skills in
real-life communication

        1. Relevance of effective speaking and
listening skills in various contexts

        2. Connection between IELTS skills and
practical language use

IV. Previous Studies
on TBLT and IELTS Speaking and Listening Skills

    A. Studies examining the effectiveness of
TBLT in language learning

        1. Research on TBLT across different
languages and learner populations

        2. Findings on the impact of TBLT on
various language skills

    B. Studies investigating the relationship
between TBLT and IELTS speaking and listening skills

        1. Studies specifically focusing on the
integration of TBLT in IELTS preparation courses

        2. Empirical evidence on the
effectiveness of TBLT in improving IELTS speaking and listening skills

    C. Studies addressing the needs and
challenges of Chinese English language learners in IELTS

        1. Research on Chinese English language
learners’ performance in IELTS speaking and listening

        2. Studies proposing instructional
interventions to enhance Chinese learners’ IELTS skills

V. Theoretical
Framework for TBLT and IELTS Speaking and Listening Skills

    A. Theoretical perspectives on language
learning and teaching

        1. Cognitive theories and their
relevance to TBLT and language skills development

        2. Sociocultural theories and their
implications for TBLT and IELTS skills enhancement

    B. Theoretical connections between TBLT and
IELTS speaking and listening skills

        1. Alignment of TBLT principles with
the requirements of the IELTS exam

        2. Theoretical support for the
effectiveness of TBLT in developing speaking and listening proficiency

VI. Gaps in the
Literature and Research Questions

    A.
Identified gaps in existing research

        1. Insufficient studies examining the
effectiveness of TBLT in improving IELTS speaking and listening skills

        2. Limited research on TBLT for Chinese
English language learners in the context of IELTS

    B. Research questions to address the
identified gaps

        1. Primary research question

        2. Subsidiary research questions

VII. Chapter Summary

Chapter Three:
Research Methodology

I. Introduction

    A. Recap of the research problem and
research questions

    B. Purpose of the chapter

    C. Overview of the chapter structure

II. Research Design

    A. Quasi-Experimental Design

        1. Explanation of the rationale for
using a quasi-experimental design

        2. Description of the treatment and
control groups

    B. Selection of Participants

        1. Sampling strategy and justification

        2. Participant characteristics and
inclusion criteria

III. Variables and
Measures

    A. Independent Variable: Task-Based
Language Teaching (TBLT) Approach

        1. Description of the TBLT approach
implemented in the study

        2. Rationale for selecting specific
TBLT principles and techniques

    B. Dependent Variables: IELTS Speaking and
Listening Skills

        1. Operationalization of speaking and
listening skills for measurement

        2. Selection and justification of
appropriate assessment instruments

    C. Control Variables

        1. Identification of potential
confounding variables

        2. Measures taken to control for confounding
variables

IV. Data Collection
Procedures

    A. Pre-Test Administration

        1. Description of the pre-test measures

        2. Procedures for administering the
pre-test

    B. Treatment Implementation

        1. Detailed description of the TBLT
intervention

        2. Explanation of the treatment
delivery and duration

    C. Post-Test Administration

        1. Description of the post-test
measures

        2. Procedures for administering the
post-test

V. Data Analysis

    A. Statistical Analysis Techniques

        1. Explanation of the statistical tests
used for data analysis

        2. Justification for the selected
statistical methods

    B. Treatment of Data

        1. Data coding and organization

        2. Data cleaning and handling missing
values

    C. Interpretation of Results

        1. Presentation and analysis of
quantitative data

        2. Description of qualitative data
analysis (if applicable)

VI. Ethical
Considerations

    A. Informed Consent

        1. Description of the informed consent
process

        2. Protection of participants’ rights
and privacy

    B. Research Ethics Approval

        1. Institutional review board (IRB)
approval

        2. Ethical considerations in data
collection and analysis

VII. Limitations and
Delimitations

    A. Limitations of the Study

        1. Potential constraints in research
design and methodology

        2. Sample size limitations

    B. Delimitations of the Study

        1. Scope and focus of the research

        2. Contextual factors influencing
generalizability

VIII. Chapter Summary