Teachers’ Reflection towards Current Issues on Grammar Teaching and Learning: EFL Teachers Voices

Saputra, Dwi Bayu

doi:10.30870/jels.v5i2.7250

Cited by 1 publication

(2 citation statements)

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“…Despite these evident advantages, TBLT has provided significant challenges. According to some research results, language learners value grammar and favor systematic, explicit grammar instruction (Saputra, 2020). This tendency contradicts the TBLT approach, which fosters language learning through speech as opposed to treating the language as an object of study by progressively presenting grammatical concepts (Liu, Mishan, and Chambers, 2018;Aliasin, Saeedi, and Pineh, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The impact of context on the application of a particular methodological approach is widespread. The significant study has demonstrated a discrepancy between TBLT and local contexts, for example, TBLT has extra challenges when conventional examination criteria, such as grammar-based examinations, remain popular (Saputra, 2020) and educational traditions prioritize teachers' roles in knowledge transfer and classroom management (Liu, Mishan, and Chambers, 2018). Instead of listening to the teacher speak, TBLT encourages learners to interact with other learners and infer grammatical aspects through the interactional meaning-making process.…”

Section: Introductionmentioning

confidence: 99%

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Sustaining TBLT during Online Learning: The Role of EFL Teacher Agency

Birrina,

Emaliana

2022

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<div class="WordSection1"><p>While task-based language teaching (TBLT) is among the most preferred methods for teaching foreign languages, it has not received enough study to be empirically verified in the English as a Foreign Language (EFL) classroom. Few studies have looked into instructors' reactions towards TBLT in the setting of Indonesian college English. This study contributes to closing the gap by studying EFL teachers' perspectives of TBLT and evaluating the present use of TBLT in online learning. Data from classroom observations, interviews, and course materials were triangulated to give a descriptive synthesis of teacher participants' experiences with TBLT instruction. The data analysis indicated that the teacher displayed proactive and reactive agencies in overcoming the conflicts in the instructional activity system via teaching as both learning and adaptation. A variety of mediational elements were revealed to account for their agency. In order to influence teachers' adoption of task-based language teaching, the study emphasizes the significance of teachers' shared attitudes regarding the usefulness of TBLT, curricular change, and institutional support. The article finishes with a discussion of the practical implications of the findings of this small-scale study on how to facilitate successful application of TBLT during emergency remote teaching in Indonesia.</p></div>

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%