Beginner CFL learners’ perceptions of language difficulty in a task-based teaching and learning (TBTL) environment in Denmark

Du, Xiangyun; Zhao, Ke; Ruan, Youjin; Wang, Li; Duan, Xinrui

doi:10.1016/j.system.2017.07.001

Cited by 16 publications

(10 citation statements)

References 52 publications

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“…With this, the students need to have a positive attitude regarding the concept of task and task-based instruction to achieve the desired outcome (Hadi, 2013). Moreover, a communicative approach is appropriate to promote a better understanding of task and task-based instruction in teaching the macro skills or teaching literature (Du et al, 2017). It also observes that the students participating in task-based classroom activities improve students' interest in and motivation in learning the lesson and learning the target language (Hadi, 2013;Mozgalina, 2015;Park, 2012).…”

Section: Findings and Discussionmentioning

confidence: 99%

Task-Based Instruction in teaching 21st Century literature from the Philippines and the world: Learners’ views and reflections

Parcon¹

2022

ELTF

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This study aimed to determine the learners' views and reflections on task-based instruction in teaching 21st Century literature from the Philippines and the World Subject. Specifically, the following objectives were attained: to determine the understanding of learners in the concept of task and task-based instruction, to know learners' perceptions in the implementation of task and task-based instruction used by the teacher in teaching 21st Century Literature subject, to point out the problems encountered by the students and how the students overcome those problems in performing task-based activities. 73 grade 11 students served as the respondents of this study. Using the descriptive method, specifically survey and interview, the study revealed that most students clearly understood the concept of task and task-based instruction. However, some students only agreed that performing tasks and the teacher's task-based instruction in teaching 21st Century Literature use the English language. The majority of the respondents strongly agreed that task and task-based instruction is implemented in their 21st Century Literature class. External factors, language used in the instructions written in the module, interest in literature and familiarity with literary materials, and difficulty level of task-based activities in the module are problems that the respondents encountered during the implementation of task-based instruction in their 21st Century Literature class. While seeking classmates' and teacher's assistance, teacher's motivation and teaching strategies, and self-initiative and motivation are the means for the students to overcome the difficulties they encountered in implementing the task and task-based instruction in 21st Century Literature class.

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Section: Findings and Discussionmentioning

confidence: 99%

Task-Based Instruction in teaching 21st Century literature from the Philippines and the world: Learners’ views and reflections

Parcon¹

2022

ELTF

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“…The needs are usually represented by specific instructional materials or strategies. In order to solve the problem, many researchers came up with some standardized instructional materials and instructional strategies (Chen, 2015; Du et al, 2017; Moloney & Wang, 2016). However, language learning needs are connected with the learners’ situations.…”

Section: Introductionmentioning

confidence: 99%

Research on the Role of an Automatic Resource Generation System to Promote Chinese as a Second Language Learners’ Learning in Colleges

Wang,

Yu,

Wang

2023

Journal of Educational Computing Research

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Chinese as a second language (CSL) learning has attracted more attention and supporting learners with adaptive resources becomes difficult. Some online systems recommended pre-designed resources from existing databases while the resources could not match learners’ context. Designing resources dynamically according to learners’ needs could be a solution while it’s time-consuming. Targeting this problem, we proposed a “content-structure” loosely coupled model. Based on the model, we developed an automatic resource generation system and used it in a university. One class was chosen and the students were randomly assigned to the experimental (22 students) and control group (21 students). They participated in the course all the same except the resources generation method. During the learning process, the online behaviors were recorded for behavioral analysis and the learners’ learning outcome and perceptions were measured by tests and questionnaires. Results showed that the system played positive roles in improving learners’ learning outcome and perceptions. Moreover, we found that learners in experimental group participated more actively and there’s evidence that the system could help learners better reflect on their needs. The results revealed the effectiveness of the system in supporting CSL learners’ contextualized learning. This design will provide inspiration for future context-aware CSL learning research.

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“…Task-based language teaching (TBLT) has been widely adopted in English language curricula (Butler, 2011;Carless, 2012;East, 2019;Long, 2015), and in many countries it has also been applied to teaching other foreign languages, for example Chinese (Du et al, 2017;Sun, Wei & Young, 2020). Policies also advocate and encourage teachers and institutions to employ TBLT in their curricula (Newton & Bui, 2018;Nunan, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…Teachers are the authority and the expert in class; students are supposed to receive knowledge from and respect the wisdom of their teachers (Hu, 2013;Nisbett, 2003). Consequently, a traditional Chinese view of language pedagogy focuses on grammar-translation approaches, and the memorization of grammatical rules and vocabulary by doing drills, exercises and translation (Du et al, 2017). Chinese students perceive teachers as valued professionals as a result of the traditional teacher-centred and examoriented educational policies, and the imbalanced power relations between teachers and students (Chen and Yu, 2019).…”

Section: Introductionmentioning

confidence: 99%

Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices

Liu

Ren

2021

Language Teaching Research

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This study examines university teachers’ beliefs and practices related to task-based language teaching while teaching English as a foreign language. Task-based language teaching (TBLT) has become a prominent topic for researchers and practitioners in recent decades. It is also advocated by the Chinese Ministry of Education for college English teaching. However, few studies have investigated local EFL (English as a foreign language) teachers’ perceptions of and difficulties in implementing TBLT. This study aims to fill this gap. Data were collected via 12 semi-structured interviews, and the results revealed that the Chinese EFL teachers employed a weak version of the approach, i.e. the task-supported language teaching approach. They tended towards a student-centred teacher–student relationship. These findings suggest that the role of traditional Chinese values in influencing the implementation of TBLT has been overemphasized. Implications for the sustainable development of teaching pedagogy and professional learning are discussed.

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Beginner CFL learners’ perceptions of language difficulty in a task-based teaching and learning (TBTL) environment in Denmark

Cited by 16 publications

References 52 publications

Task-Based Instruction in teaching 21st Century literature from the Philippines and the world: Learners’ views and reflections

Task-Based Instruction in teaching 21st Century literature from the Philippines and the world: Learners’ views and reflections

Research on the Role of an Automatic Resource Generation System to Promote Chinese as a Second Language Learners’ Learning in Colleges

Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices

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