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Production of third-person singular–s and be copula in communication tasks by Vietnamese EFL learners: Acquisition order and learner orientation to form. ...
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Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form
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Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form
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In: Canadian Journal of Applied Linguistics; Vol. 25 No. 1 (2022); 19-46 ; Revue canadienne de linguistique appliquée; Vol. 25 No. 1 (2022); 19-46 ; 1920-1818 ; 1481-868X (2022)
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University ...
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University ...
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University
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Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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sj-pdf-1-rel-10.1177_00336882211011275 – Supplemental material for Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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sj-pdf-1-rel-10.1177_00336882211011275 – Supplemental material for Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ...
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TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference; 99-126 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 2 (2021): Numéro spécial : Perspectives, enseignement et résultats : réflexions de la conférence de 2019 sur l'ELBT; 99-126 ; 1920-1818 ; 1481-868X (2021)
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Implementing a Culture of Thinking in Lao EFL Pre-Service Teacher Education: A Case of Reading
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The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers
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Abstract:
Despite substantive empirical evidence for the efficacy of task-based language teaching and learning (TBLT), research shows that the classroom implementation of TBLT has often met with mixed success, especially in Asian EFL contexts (Adams & Newton, 2009; Butler, 2011, 2017; Thomas & Reinders, 2015). One of the reasons is teachers’ lack of understanding of TBLT (e.g., Carless, 2009) and it is this factor that the research focused on. Although TBLT is not widely known or practised in Thailand, its potential has been noted (McDonough & Chaikitmongkol, 2007), and so this is an important topic to address in this context. The research consisted of a two-phase, exploratory, qualitative study into the introduction of a new module on task-based language teaching (TBLT) in the methodology course in the final year of a pre-service EFL teacher education programme in a Thai university. Data was collected from a class of 31 EFL student teachers (STs) in their final (fourth) year of study in the programme and three STs in a one-year teaching practicum at a secondary school. Phase one investigated evidence of learning in the stated understandings of the STs and in their ability to design a task-based lesson at the conclusion of the TBLT module. Data consisted of pre-and post-course questionnaires, lesson plans designed by the STs, and focus-group interviews. The findings showed that after the 5-week TBLT module, two third of the class had developed a favourable disposition towards TBLT. At the conclusion of the module all the STs were able to plan a task-based lesson that broadly reflected principles of TBLT although there was evidence of limited understanding of task features and of difficulties with the task design process. Phase two involved case studies of three of the STs as they undertook a one-year teaching practicum at a secondary school. During the practicum, lesson planning and classroom observation data (video/audio-recordings and observation notes) was collected in three phases: (1) prior to being given any additional lesson planning guidance; (2) during the process of collaborative lesson planning with the researcher; and (3) in subsequent independently planned and taught lessons. In addition, data collection included stimulated recall interviews, semi-structured interviews and group interviews with the teachers and with students from their classes. The data shows how the STs’ understandings and teaching practices developed across these three phases as well as the affordances and constraints that shaped their adoption of TBLT. Learners in the STs’ classes actively engaged in the task-based lessons and reported positive attitudes towards the lessons. In conclusion, the study contributes to the field of TBLT research by providing insights into the processes by which TBLT can be introduced into pre-service teacher education in a context where it has previously not been widely disseminated or understood. Evidence presented in the study shows that the TBLT innovation was broadly successful in terms of its impact on the understandings and teaching practice by STs, at least as measured over the period of the STs main practicum experience.
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Keyword:
Task-based language teaching; TBLT; Teacher cognition; Teacher education; Teacher professional development
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URL: http://hdl.handle.net/10063/8657
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Intercultural Language Teaching in Vietnamese Tertiary EFL Classes: A Participatory Action Research Study
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Tran, Thao. - : Victoria University of Wellington, 2020
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The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam
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Bui, Trang. - : Victoria University of Wellington, 2019
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Enhancing pronunciation teaching in the tertiary EFL classrooom: A Vietnamese case study
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Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension
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Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University
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In pursuit of intercultural communicative competence: An investigation into English language policy and practices at a private university in Indonesia
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