Task-based Learning in Value Creating Education: A Case Study of Secondary Schools in Vihiga Sub-county, Kenya: With Focus on Cooperation, Tolerance, Justice and Citizenship

Abstract

According to Nunan (2004) the Task-Based Approach to language learning is a method of teaching and learning which involves learners in comprehending, manipulating, producing or interacting in the target language. Its focus is on conveying meaning rather than manipulating form. This leads to successful language development because learners perform different communicative tasks, which are close to their reality, hence more meaningful to them. Through task-based learning, values such cooperation, tolerance, justice and citizenship can be incorporated in the curriculum and may be developed over the course of people's lives at all levels of education to create a just society. However, the task of integration of values, particularly in language teaching, remains a challenge to teachers because they attempt to teach particular values directly in the actual presentation of the lesson and in planning learning experiences. The objective of the study was to determine the influence of task-based learning on value creating education with the main focus on cooperation, tolerance, justice and citizenship. The study employed a qualitative case study design involving four teachers of English and Literature and 88 students in form one and two. Random sampling was used to get participants in the study. Data was collected through multiple methods of data collection, such as, one-on-one semi-structured interviews and questionnaires. The findings established that implementing the task-based approach to learning leads to the acquisition of values such as cooperation, tolerance, justice and citizenship and significant improvements regarding the learner's language performance. The study recommends that teachers should adopt task-based learning as one method that inculcates values during the teaching and learning of English as a second language.