DOI: 10.32725/lv.2026.42.01

THE USE OF TASK-BASED ACTIVITIES: AN EXAMPLE FROM ESP FOR ARCHAEOLOGY

Denisa Šulovská
Section of Professional Language Training at the Department of British and American Studies, Faculty of Arts, Comenius University in Bratislava

English for Specific Purposes at the tertiary level now places strong emphasis on meaningful interaction supported by authentic materials and real-life professional contexts. This is reflected in the growing adoption of task-based, project-based, and scenario-based approaches. Unlike traditional form-focused instruction, these activities require students to use language purposefully within professional or disciplinary contexts, thereby integrating language development with the cultivation of transferable competencies such as critical thinking, problem-solving, and collaborative communication. The design of such materials is not without its difficulties: it demands sustained investment of time and — crucially — a level of familiarity with the target discipline that most language teachers cannot be expected to possess. This tension between pedagogical expertise and subject-matter knowledge is a recurring concern in the ESP literature and motivates the present study. This paper explores the role of task-based activities in the ESP classroom, focusing specifically on a scenario-based activity designed for archaeology students. It examines students’ perceptions of the activity and discusses the implications of incorporating similar tasks into ESP instruction.

pages: 11-23, Published: 22. 5. 2026, online: 22. 5. 2026



References

  1. Ananta, B. D. B., Sholahuddin, M. F. T., Khotib, D. A., & Farah, R. R. (2025). Need analysis of English for specific purposes (ESP) in psychology: Identifying linguistic demands for academic and professional success. English Learning Innovation, 6(1), 108-123. https://doi.org/10.22219/englie.v6i1.37743 Go to original source...
  2. Arifah, Q. N., Fauziati, E., & Prastiwi, Y. (2025). Enhancing students' communicative competence through classroom tasks in hospitality training. Dinasti International Journal of Education Management and Social Science, 6(2), 1568-1582. https://doi.org/10.38035/dijemss.v6i2.3916 Go to original source...
  3. Basturkmen, H. (2010). Developing courses in English for specific purposes. Palgrave Macmillan. Go to original source...
  4. Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp. 2-27). Longman.
  5. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. https://doi.org/10.1093/applin/1.1.1 Go to original source...
  6. Chovancová, B. (2024). Training legal skills in the ESP classroom: Mediation activities and student self-reflection. Hermes - Journal of Language and Communication in Business, 64, 137-148. Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume. Council of Europe Publishing. https://www.coe.int/en/web/common-europeanframework-reference-languages Go to original source...
  7. Crookall, D. (2023). Debriefing: A practical guide. In L. M. Angelini & R. Rut Muñiz (Eds.), Simulation for participatory education: Virtual exchange and collaboration worldwide. Go to original source...
  8. Dragomir, I.-A., Niculescu, B.-O., & Obilișteanu, G. (2019). Problem-based strategies for teaching military English. International Conference Knowledge-Based Organization, 25(2), 240-244. https://doi.org/10.2478/kbo-2019-0088 Go to original source...
  9. Duchatelet, D., Jossberger, H., & Rausch, A. (2022). Assessment and evaluation of simulation-based learning in higher education and professional training: An introduction. Studies in Educational Evaluation, 75, 101210. https://doi.org/10.1016/j.stueduc.2022.101210 Go to original source...
  10. Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
  11. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Go to original source...
  12. Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246. https://doi.org/10.1111/j.1473-4192.2009.00231.x Go to original source...
  13. Ellederová, E. (2022). Strukturované debaty v hodinách odborného anglického jazyka: Realizace řečových aktů a modifikace výpovědní síly studenty informačních technologií. CASALC Review, 12(2). https://doi.org/10.5817/CASALC2022-2-6 Go to original source...
  14. Eliašová, V. (2017). K niektorým otázkam prípravy študentov na záverečnú skúšku z OJP = Some aspects of preparing students for ESP final exams. In Philologica: Lingua academica 5. Univerzita Komenského v Bratislave.
  15. Hamp-Lyons, L. (1984). Developing your own classroom teaching material. English Teaching Forum, 22(3), 39-41.
  16. Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learningcentred approach. Cambridge University Press. Go to original source...
  17. Kasper, G., & Youn, S. J. (2018). Transforming instruction to activity: Roleplay in language assessment. Applied Linguistics Review, 9(4), 589-616. https://doi.org/10.1515/applirev-2017-0020 Go to original source...
  18. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. Pearson Education.
  19. Lacíková Serdulová, M. (2017). Študentské prezentácie ako účinný nástroj rozvoja komunikačných jazykových kompetencií = Students' presentations as an effective tool for the development of communication language competences. In Philologica: Lingua academica 5 (pp. 53-68). Univerzita Komenského v Bratislave.
  20. Medel, N., Cemeli, J., & Ortíz, L. (2015). Exploring communicative interactions in debriefing sessions with nursing students: A qualitative study. Procedia - Social and Behavioral Sciences, 191, 2116-2120. https://doi.org/10.1016/j.sbspro.2015.04.589 Go to original source...
  21. Ošmjanski, V. V. (2024). Project-based learning in English for specific purposes: Affective outcomes. Nasleđe, 59, 83-96. https://doi.org/10.46793/NasKg2459.083O Go to original source...
  22. Salayová, A. (2023). Creativity in teaching and learning: Fantasy role play activities in higher education. CASALC Review, 13(1), 53-59.
  23. Syafitri, W., Artika, F. S., Rahman, M., & Triannisa, C. A. (2025). Bridging classrooms and careers: Exploring students' perspectives on English for specific purposes instruction. Al-Ishlah: Jurnal Pendidikan, 17(2). Šulovská, D. (2023). Simulated negotiations as a teaching tool in the ESP classroom. Journal of Language and Cultural Education, 11(3), 25-32. https://doi.org/10.2478/jolace-2023-0023 Go to original source...
  24. Šulovská, D. (2025). The role of debriefing in enhancing ESP classroom scenario-based activities. CASALC Review, 15(1), 4-19. https://doi.org/10.5817/CASALC2025-2-1 Go to original source...
  25. Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.
  26. Zaman, M. A. U. (2024). Challenges in English for specific purposes (ESP) teaching materials: A systematic review for modern learning environments. International Journal of Arts and Social Science, 1(1), 8-18. Go to original source...
Return