Teachers’ Beliefs About Task-Based Language Teaching in Japan

Harris, Justin

doi:10.18823/asiatefl.2016.13.2.3.102

Cited by 13 publications

(12 citation statements)

References 19 publications

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“…Yet there has been very little work done on the beliefs of teachers who are actually carrying out TBLT in foreign language classrooms in Japan. Harris (2016) outlined a survey study of 78 teachers based in Japan who are using or previously used a TBLT approach. Results showed that many of these teachers believed common criticisms of TBLT to be misplaced, and that with certain adaptions, TBLT can be successfully implemented in Japan.…”

Section: The Contextmentioning

confidence: 99%

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Responding to the critics: Implementation of TBLT in Japan

Harris

2018

Indonesian J. Appl. Linguist

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This paper outlines a qualitative study of 10 in-service teachers in Japan who use a task-based language teaching (TBLT) approach in their language classrooms. The study investigates the reasons why these teachers began using TBLT, their beliefs about the advantages and disadvantages of implementing TBLT, and whether or not they agree with common criticisms levelled at TBLT for use in foreign language classrooms in Japan and Asia in general. Critics argue that TBLT is not suitable for many language learning situations, explaining that students are used to more ‘traditional’ teacher-centered language classes and that they prefer more ‘passive’ approaches. Such criticisms also hold that TBLT is not able to adequately prepare students for the high-stakes tests that are used for secondary school and university entrance purposes. The results from interviews with these 10 teachers suggest that they reject many of these criticisms, and are in fact successfully using TBLT to develop both language ability and motivation in their students. At the same time, the teachers noted that there may be a need to use a ‘weaker’ form of TBLT with beginner students, or with those used to more passive styles of learning. They also highlighted the importance of heavily scaffolding tasks in such cases. Finally, a number of the teachers discussed the need for the development of more TBLT related materials, both for students and teachers.

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Section: The Contextmentioning

confidence: 99%

“…The idea of providing scaffolded support for students new to TBLT is something that has been proposed by TBLT researchers and practitioners in the past (Harris, 2016;Wicking, 2009;Widodo, 2015).…”

Section: Common Criticisms Regarding the Use Of Tblt In Japan And Asiamentioning

confidence: 99%

Responding to the critics: Implementation of TBLT in Japan

Harris

2018

Indonesian J. Appl. Linguist

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“…Thus, these issues can be solved by exposing teachers to more TBLT training and techniques in order to help teachers construct positive perceptions of TBLT implication in the Spanish EFL classrooms. Thus, the more teachers' confidence is high the more learners' active participation in a task-based lesson increases and teaching starts to shift toward more learner-centered teaching (Burdett, 2003;Harris, 2016).…”

Section: Discussionmentioning

confidence: 99%

Perceptions and Application of Task-Based Language Teaching among Primary School EFL Teachers in Spain

Taourite¹,

Cecilia²

2020

ujer

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The perceptions and understanding of Task-based Language Teaching (TBLT) among Spanish primary English as Foreign Language (EFL) teachers are explored in this research. TBLT is an established active communicative pedagogical approach, but teachers still face problems and refuse using TBLT in their classes. Thus, the following research opened the issue with the Spanish teachers to pave the way for a larger study that aims to discover what teachers think of TBLT and the reasons why teachers refuse or accept to implement TBLT in their teaching. The sample population in the study included 76 EFL teachers with different teaching experiences. This research adopted a quantitative approach using a questionnaire which was carefully modified from Jeon and Hahn's (2006). The results found showed participants have a high level of understanding of TBLT and are aware of its motivational advantage on learners, but they are still afraid of its implication in their classes. Recommendations for a good TBLT training were provided by teachers which may affect teachers' practices and training developers in the Spanish context.

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“…Some studies show the success story of the application of the Task-Based Syllabus in ELT worldwide. Harris (2016), conducting research in Japan, concludes that Task-Based Language Teaching (TBLT) is a powerful tool for teaching English. Cutrone & Beh (2018), also investigating the application of TBLT in Japan, conclude that it has a positive impact on learners and suggest its application in Japan.…”

Section: Proposed Syllabus Design For Students Of Medicine 421 Syllab...mentioning

confidence: 99%

Outcome-Based Syllabus Designs for the Teaching of English to Students of Medicine Faculty, University of Mataram, Indonesia

Sujana¹,

Waluyo²,

Fitriana³

et al. 2022

JELTAL

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The results of needs analysis from Competency Standards of Indonesian Medical Doctors (SKDI) and the Profile of Faculty of Medicine, the University of Mataram, Lombok Indonesia, show that English has a strong position for students at this Faculty. English is needed for study preparation, graduation requirements, apprenticeship in a hospital, a job competition, and professional development. However, the high demand for English is not supported by well-designed language programs. This article is a part of a three-year project aiming at redesigning language programs based on the gaps between necessities (TSA) and current levels of English. It employs R & D approach. From the analysis, seven syllabi are designed to fulfill various demands, i.e., short-term, mid-term, and long-term goals. These goals produce various kinds of syllabus such as General Academic Reading, Academic Reading, TOEFL Preparation Course (Listening, SWE, and Reading), English for Communication, and English for Presentation. Those syllabi are realized by employing different approaches to syllabus design, depending on the goals and characteristics of the courses. The study yields a number of approaches to cater to students’ needs, i.e., Structural-Based (for TOEFL – SWE section), Skill-Based (for Reading and Listening on TOEFL), Genre-Based (General Academic Reading and English for Presentation), and Content-Based (for academic English), and Topic-based. Syllabi (for English for Communication). This study signifies that different purposes of language learning need different approaches to syllabus design.

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Teachers’ Beliefs About Task-Based Language Teaching in Japan

Cited by 13 publications

References 19 publications

Responding to the critics: Implementation of TBLT in Japan

Responding to the critics: Implementation of TBLT in Japan

Perceptions and Application of Task-Based Language Teaching among Primary School EFL Teachers in Spain

Outcome-Based Syllabus Designs for the Teaching of English to Students of Medicine Faculty, University of Mataram, Indonesia

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