University Lecturers’ Task-Based Language Teaching Beliefs and Practices

Abstract

The present study aimed to investigate the beliefs and practices of task-based language teaching (TBLT) among lecturers in English as a foreign language (EFL) at technical universities in Vietnam. A total of 136 lecturers completed the questionnaire and seven of whom participated in semi-structured interviews. Findings indicated that the lecturers had positive views toward the TBLT approach and showed a willingness to use it in their classrooms, although they also shared notable challenges related to the technique. The results also showed significant differences in understanding of TBLT among lecturers with different years of experience; however, years of experience and qualifications did not affect the lecturers’ views on or implementation of TBLT. The study offers several implications for better understanding and more effectively implementing TBLT approaches in the classroom.

Developing and Validating a Questionnaire on EFL Teachers’ Beliefs about Task-based Language Teaching (TBLT)

“…Compared to the literature (e.g., Jeon & Hahn, 2006), TBTQ appears to be more integrated and includes various factors that might influence the teachers' implementation and avoidance of TBLT. Findings of the study were consistent with few research studies conducted on teachers' beliefs about task (Carless, 2009;Chen & Wright, 2016;Duong & Nguyen, 2021;Jeon & Hahn, 2006;Lam et al, 2021;Lin & Wu, 2012;Tabatabaei & Hadi, 2011;Xiongyong & Samuel, 2011). These researchers attempted to explore teachers' beliefs about TBLT and the factors that might lead to their avoidance of applying tasks in the classroom.…”

“…These researchers attempted to explore teachers' beliefs about TBLT and the factors that might lead to their avoidance of applying tasks in the classroom. Almost all studies (Aliasin et al, 2019;Duong & Nguyen, 2021;Lam et al, 2021;Tabatabaei & Hadi, 2011;Xiongyong & Samuel, 2011) benefited from Jeon and Hahn's (2006) developed questionnaire involving both Likert-type scales (teachers' understandings of task and TBLT, teachers' views on implementing TBLT) and checklist format (reasons teachers choose or avoid implementing TBLT). As yet, there has been less interest in developing a questionnaire on teachers' beliefs about task with more specific components, which…”

“…The teachers were willing to use TBLT because they had adequate knowledge of TBLT and enjoyed enough proficiency in English. Likewise, Lam et al (2021) probed into EFL lecturers' beliefs and practices of TBLT in Vietnam. To collect the data, 136 teachers filled in the questionnaire and seven lecturers took part in semi-structured interviews.…”

“…Majority of studies on teachers' beliefs about task (Aliasin et al, 2019;Duong & Nguyen, 2021;Jeon & Hahn, 2006;Lam et al, 2021;Tabatabaei & Hadi, 2011;Xiongyong & Samuel, 2011) investigated the issue through a similar questionnaire developed by Jeon and Hahn (2006) with some minor modifications made in order to fit the target context. Thus, developing a more updated questionnaire on teachers' beliefs about task can be beneficial to both foreign and second language scholars to examine teachers' cognition in a more integrated fashion.…”

Increasing Students’ Reading Skill Through the Use of Task-Based Digital Teaching Materials in Online Learning

“…TBLTT is a communicative approach to language teaching that takes task design as important in the development of instructional units [40]. As the name implies, assignments are a core concept of the TBLT course and lesson development [41]. Although definitions vary in terms of what constitutes a 'task' in the task-based language teaching (TBLT) literature [42], Long (2014) recommends that they should be defined as real-life activities that people do when planning and executing their day.…”