ENHANCING TEACHING ENGLISH OF OIL AND GAS BUSINESS STUDENTS THROUGH TASK-BASED LEARNING: A COMPARATIVE ANALYSIS
Keywords:
Task-Based Learning (TBL), oil and gas industry, experiential learning, project-based learning, specialized vocabulary, experiential learning, collaborative tasksAbstract
This study examines the effectiveness of Task-Based Learning (TBL) in teaching English for Specific Purposes (ESP) to students specializing in the oil and gas industry. Two activities were compared to evaluate the application of TBL principles: one involving the creation of PowerPoint (PPT) presentations and the other consisting solely of oral presentations without visual aids. The findings highlight the significant benefits of project-based tasks in promoting collaboration, the use of specialized vocabulary, and linguistic proficiency. By accomplishing the given topic, students engaged in PPT creation demonstrated higher levels of interaction, a deeper understanding of content, and enhanced language application compared to those who performed oral tasks. These results emphasize the importance of incorporating structured, hands-on approaches in TBL to equip ESP learners with the skills needed for professional roles in technical industries.
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