Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges

A Comparative Study on Teacher Roles of English Course and Computer Science Course

“…Mak (2011) summarized teachers' roles in CLT context as transmitting knowledge, managing communicative activities, directing students' work, helping students enjoy the learning process and boosting learners' confidence. In TBLT context, researchers also recognized students' expectations for EFL teachers such as providing grammar explanations, offering feedback to utterances, correcting learners' pronunciation and pushing and encouraging students' learning (Bao & Du, 2015). These various aspects actually feature and illustrate the three main teacher roles in different ways.…”

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

“…During task processes, students participated in communication-oriented activities requiring them to interact and collaborate with peers (Burrows, 2008;García Mayo & Alc on Soler, 2013;Mackey & Goo, 2007;Pica, 2013;Samuda & Bygate, 2008). Peer interaction helped students increase their confidence and find the learning process meaningful and enjoyable (Bao & Du, 2015;Hadi, 2013;McDonough & Chaikitmongkol, 2007;Park, 2012;Ruan et al, 2015a,b). Both teachers and students in this study articulated these major benefits.…”

“…Literature on TBTL in CFL, particularly outside China, remains sparse. Exploratory studies on implementing TBTL in CFL in Denmark report TBTL satisfies the learning preferences of Danish learners and enhances beginners' interest in the language and their participation in classroom activities in lower secondary schools and adult education (Bao & Du, 2015;Bao & Kirkebaek, 2013). It is important for language teachers who design tasks for TCFL to consider affective and learning situation factors that can encourage learners' intrinsic motivation (Ruan, Duan & Du, 2015a,b).…”

English Language Learner Motivation in the Digital Technology Classroom

“…'FonF' refers to an approach to language education in which learners are only made aware of the grammatical form of language features when they are already able to use it communicatively. This two-step method (focus on meaning followed by FoF) has been shown to relax students, enabling them to learn in a more effective and enjoyable way as students focus on delivering their message instead of correct utterances (Bao & Du, 2015;Chen, 2016).…”