A STANCE ON THE USE OF A TASK-BASED APPROACH AND UNDERGRADUATES’ INDIVIDUAL DIFFERENCES IN TEACHING ENGLISH

Abstract

Learners at tertiary settings need to upgrade their English competence to meet the expectations
of their future work. Task-based approach is appropriate with them because they could learn by related
onus. By identifying some factors of affective, cognitive, and behavioural components, tasks have been
applied successfully. As a result, students could speak more fluently and confidently. They have positive
experiences with this method and find this technique useful for their future work.