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Implementation of a Localized Task-Based Course in an EFL Context

Implementation of a Localized Task-Based Course in an EFL Context : A Study of Students’ Evolving Perceptions

 Youjin, Kim.
 2017.
 p. 632–660. English
Teaching methodsLanguage.
Tác giả CN Youjin, Kim.
Nhan đề Implementation of a Localized Task-Based Course in an EFL Context : A Study of Students’ Evolving Perceptions /Youjin Kim, Yeonjoo Jung, Nicole Tracy-Ventura.
Thông tin xuất bản 2017.
Mô tả vật lý p. 632–660.
Tóm tắt Despite a strong pedagogical orientation, the majority of research examining the effectiveness of task-based language teaching (TBLT) and perceptions toward TBLT has been investigated in isolation rather than embedded in larger curricular contexts (McDonough, 2015). The current study examines the process of developing a TBLT curriculum in South Korea and evolving perceptions toward this particular semester-long task-based course of students from one intact university class. Dynamic systems theory is used to investigate students’ evolving perceptions of the new task-based course using two longitudinal data sources, surveys and portfolios. End-of-task unit surveys from 27 students and one focal participant s portfolio entries were analyzed both quantitatively and qualitatively. Findings demonstrate that students’ perceptions toward TBLT changed over time and that diverse factors affected how learners feel about task-based instruction. Findings are discussed in light of developing localized TBLT curricula.
Thuật ngữ chủ đề Teaching methods-Language.
Từ khóa tự do Language.
Từ khóa tự do Teaching methods
Tác giả(bs) CN Yeonjoo, Jung.
Tác giả(bs) CN Tracy-Ventura, Nicole.
Nguồn trích Tesol Quarterly- Volume 51, Issue 3 September 2017.
MARC
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520[ ] |a Despite a strong pedagogical orientation, the majority of research examining the effectiveness of task-based language teaching (TBLT) and perceptions toward TBLT has been investigated in isolation rather than embedded in larger curricular contexts (McDonough, 2015). The current study examines the process of developing a TBLT curriculum in South Korea and evolving perceptions toward this particular semester-long task-based course of students from one intact university class. Dynamic systems theory is used to investigate students’ evolving perceptions of the new task-based course using two longitudinal data sources, surveys and portfolios. End-of-task unit surveys from 27 students and one focal participant s portfolio entries were analyzed both quantitatively and qualitatively. Findings demonstrate that students’ perceptions toward TBLT changed over time and that diverse factors affected how learners feel about task-based instruction. Findings are discussed in light of developing localized TBLT curricula.
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