Implementing Task-basedlanguage teaching in an Asian context

Nguyen, Thi Anh Mai; Jaspaert, Koen

doi:10.1075/itl.16022.ngu

Cited by 7 publications

(17 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Ahmadian and Mayo (2017, p.1) regard task-based instruction as "a thriving area of investigation in the field of SLA", which is also consistent with Long's (2015, p.8) idea that "TBLT invokes a symbiotic combination of implicit and explicit learning that theory and research findings in several fields, including SLA, are available to students of all ages". Learners in TBLT lessons are given chances to be engaged in natural language use by completing different task types such as listing, comparing, and experience sharing, and ordering, sorting, and problem-solving (Bui, 2019;Nguyen & Jaspaert, 2021;Willis, 1996).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Another approach focuses on task-based interaction and a focus on form (see Long, 2015). Despite the flexible nature of the task-based approach which can transcend contexts, Willis (1996) proposed a framework that facilitates classroom practice and is thus dominantly researched in many recent studies (e.g., Ahmed, 2018;Fang et al, 2021;Harris & Leeming, 2022;Nget et al, 2020;Nguyen & Jaspaert, 2021). (Willis, 1996) Pre-task Introduction to the topic and task Task Cycle Task Planning…”

Section: Literature Reviewmentioning

confidence: 99%

“…In that context, teachers have upgraded their professionalism by attending formal training workshops or following higher-degree education (i.e., M.A., Ph.D.) with the hope to make contributions to innovation, which according to Whitworth and Chiu (2015) may facilitate their learners' improvement. Research on TBLT has become an area of interest for many scholars (e.g., Nguyen & Tran, 2017;Nguyen & Jaspaert, 2021;Phuong et al, 2015;Trinh, 2005).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Task-Based Language Teaching in Vietnam: Research Trends, Findings, and Implications

Sang

Loi

2023

EJEL

View full text Add to dashboard Cite

It is widely assumed that task-based language teaching (TBLT) has been effectively applied in EFL contexts. In Vietnam, abundant research has been implemented to examine its effects on English proficiency as well as to identify perceptions and attitudes of both teachers and learners towards using this approach in classroom contexts. This paper aims to synthesize trends in research on task-based language teaching in the context by reviewing results extracted from a corpus of 60 studies. Key aspects like effects, challenges, teacher/learner perceptions and attitudes were selected for analysis and synthesis. The results revealed that the research tended to focus more on production skills than receptive skills, and that the implementation of TBLT was reported to cause challenges for teachers, while learners tended to hold positive attitudes toward the approach. Based on the research findings, some lessons were drawn for pedagogy and future research. For successful TBLT implementation, it is suggested that teachers are informed of the effects, engaged in reflections and that exams should be shifted towards communicative competence assessment. Future research could increase sample size and treatment duration, and especially address the challenges teachers, as the main agent, encounter in implementation. Article visualizations:<img src="/-counters-/soc/0023/a.php" alt="Hit counter" />

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Task-Based Language Teaching in Vietnam: Research Trends, Findings, and Implications

Sang

Loi

2023

EJEL

View full text Add to dashboard Cite

show abstract

“…Memrise has been widely used as a powerful tool in helping learners learn English vocabulary worldwide (Melati and Herlina, 2019). However, only a few studies on the use of Memrise have been conducted in the context of Vietnam, where English language teaching has been said to be different from other contexts due to its policies and also the influence of traditional form-based teaching methods (Nguyen and Jaspaert, 2021). This underscores the need for a tailored examination of Memrise's applicability to the Vietnamese educational milieu and its relevance for Vietnamese students specifically.…”

Section: Introductionmentioning

confidence: 99%

Effects of Memrise on Vietnamese EFL Students’ Vocabulary: A Case Study at a College in a Rural Area

Nguyen,

et al. 2023

EJEL

View full text Add to dashboard Cite

Understanding the role of English language acquisition in developing the socioeconomic status of Vietnam forms the backdrop for this study, which seeks to shed light on the potential benefits of technology-assisted vocabulary learning. Based on this context, this study employed a mixed method of quantitative and qualitative design attempting to investigate the vocabulary development of college students (n=23) who were treated by the use of Memrise (Experimental group) in combination with a traditional teaching method compared to their counterparts (n=24) who were taught by a traditional teaching method (TTM) (Control group) without the use of this application. Students’ thoughts about the benefits and challenges of Memrise for their vocabulary learning after the treatment were also investigated. The study yielded noteworthy results on multiple fronts. Quantitatively, data collected from the vocabulary post-tests showed that the experimental group significantly outperformed the control group in their vocabulary scores. Qualitatively, interview data indicated that Memrise positively impacted students’ motivation and interest for vocabulary learning, suggesting its effectiveness in addressing the particular problems of engagement and retention in vocabulary acquisition. However, there were logistical challenges, particularly in rural settings. Factors like unstable internet connections and inadequate mobile devices adversely affected the quality of learning experiences with Memrise. By focusing on these elements, this study highlights key pedagogical implications and underscores the value of technological interventions in language learning, offering insights into addressing infrastructure barriers and tailoring e-learning methods to diverse learning environments and needs.

show abstract

“…Moreover, LS emphasizes the classroom as the best place for the teachers' practices resulting in the development of their CPD (Stigler & Hiebert, 2009). However, it is foreseen that implementing LS in Vietnam seems to be a big challenge due to the impacts of the hierarchical system of policy-making on educational innovations and also the influence of the Confucian Heritage Culture in which collectivism, that is the extent to which people tend to form strong, cohesive groups, has still existed (Nguyen & Jaspaert, 2021). In an attempt to investigate whether implementing LS as an instructional approach for teachers' CPD in the Vietnamese context of English language teaching at the tertiary level is possible, this qualitative study was conducted to explore how Vietnamese teachers at a higher education institution perceived the possibility of LS implementation in terms of its benefits and challenges after they had gone through a period of LS implementation.…”

mentioning

confidence: 99%

Teachers’ Continuous Professional Development through Lesson Study: Voices of Vietnamese EFL Teachers at University

Nguyen,

Phuong

et al. 2024

QRE

View full text Add to dashboard Cite

This study investigated how teachers perceived the benefits and difficulties of implementing a Lesson Study (LS) in the context of English language teaching at a university in Vietnam. The data were collected from six teachers through semi-structured interviews. To analyze the data, two addressing themes (teachers’ perceived benefits and teachers’ perceived difficulties) were focused on while implementing LS. The results generally showed that the teachers believed that LS brought them three benefits: encouraging teachers’ exchange activities and helping them deepen knowledge of lesson content, understanding students’ learning activities and working processes, and promoting teachers’ motivation in pursuing their continuous professional development (CPD). Regarding teachers’ perceived difficulties in LS implementation, they reported lacking confidence in actively implementing LS activities. Additionally, they had difficulties in time management and encountered problems reaching a consensus for joint work due to the influence of muti-faceted aspects. Accordingly, the study provides pedagogical implications for related stakeholders (teachers, students, and policymakers) regarding LS implementation issues contributing to the success of LS implementation in Vietnam and other similar contexts.

show abstract

Implementing Task-basedlanguage teaching in an Asian context

Cited by 7 publications

References 24 publications

Task-Based Language Teaching in Vietnam: Research Trends, Findings, and Implications

Task-Based Language Teaching in Vietnam: Research Trends, Findings, and Implications

Effects of Memrise on Vietnamese EFL Students’ Vocabulary: A Case Study at a College in a Rural Area

Teachers’ Continuous Professional Development through Lesson Study: Voices of Vietnamese EFL Teachers at University

Contact Info

Product

Resources

About