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

Abstract

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.

In Flow with Task Repetition During Collaborative Oral and Writing Tasks

“…Theories of motivation, like Flow Theory, have begun to garner L2 researchers' attention and results from empirical studies show that language learning activities interact differentially with flow experiences (e.g., Aubrey, 2016Aubrey, , 2017Cho, 2018;Czimmermann & Piniel, 2016;Egbert, 2003;Oxford, 2017;Kirchhoff, 2011;Zuniga & Rueb, 2018). Within the field of task-based language teaching (TBLT), research has examined learners' perception toward several task variables, namely, task modality (Cho, 2018), task complexity (Kim, Jung & Tracy-Ventura, 2017), task types (Bao & Kirkebaek, 2013;Payant, 2019), and task difficulty (Un-udom & Patanasorn, 2020). Task repetition, introduced by Bygate (1996Bygate ( , 2001, has received some attention as of late (see e.g., Bygate, 2018) and has generally shown that repeating a task (or an aspect of a task) benefits learners' language output.…”

[Retracted] Oral English Development of EFL Learners from the Perspective of Complexity Dynamic Theory

“…Kim used a combination of two longitudinal data sources to examine students' views on the development of a new task-based language teaching curriculum and quantitatively and qualitatively analyzed the task unit survey of project portfolio entries from 27 Korean EFL learners. Research shows that students' understanding of TBLT changes over time, and multiple factors affect learners' perception of task-based teaching [7]. Farahani uses the theory of complex dynamic systems as a framework to study the dynamic interaction of writing complexity, accuracy, and fluency in second language learning [8].…”

Acquisition of Sociolinguistic Competence through Identity Reconstruction and Participation

“…Some studies discuss the benefits of implementing a TBLT approach in smallscale and local studies (e.g. Kim et al, 2017), whereas others examine the introduction of TBLT in larger-scale projects (Markee, 2007;Van den Branden, 2006). Introducing a TBLT approach to L2 teaching, the Belgian education authority developed a large-scale initiative to enhance the quality of L2 teaching and learning in primary and secondary schools more than 15 years ago.…”