An Examination of the Task Development Process for ELI 72 in the Reading Program

Abstract

Based on task-based course projects at an intermediate reading course at ELI, this study analyzes how diverse tasks and materials were developed in order to meet students’ needs at an academic English setting. Course goals and objectives derived from a needs analysis were examined in order to investigate how well the five categorical tasks reflect diverse goals and objectives. It was found that although assistants from the course are presented in a different way from students’ needs in a real world, it was hoped that these tasks would serve as a foundation to move beyond the sheltered environment of the classroom.