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Article published In:
ITL - International Journal of Applied Linguistics
Vol. 172:1 (2021) ► pp.121–151

Implementing Task-based language teaching in an Asian context

Is it a real possibility or a nightmare? A case study in Vietnam

ORCID logo | Can Tho University
| KU Leuven
Task-based language teaching (TBLT) has increasingly been used in an Asian context. However, research into its implementation in Vietnam remains scarce. This study aims to investigate the effects of a task-based intervention on learners’ performance of listening, reading, speaking and writing tasks compared to the effects of a more traditional teaching method (TTM), which is based on form-focused instruction in combination with the Presentation-Practice-Production method. Through a pretest-posttest design, the researcher can measure the effects of the two settings on learners’ progress. The results show that the participants in the TBLT setting outperformed the participants in the TTM setting for speaking, listening and writing, but not for reading. The results of this study will encourage more research in the field of TBLT implementation in Vietnam.
Keywords: Task-based language teaching, reading, writing, listening, speaking
Article outline
  • Introduction
  • Literature review
    • Confucian Heritage Culture: Impacts on language education in Vietnam
    • Traditional teaching methods versus Task-based language teaching
    • Why TBLT in Vietnam?
  • Present study
    • Method
      • Participants
      • Design
      • The TBLT setting
      • The TTM setting
      • Task types
      • Tests
      • Scoring
      • Data collection procedures
      • Data analysis
    • Results
    • Differences in learners’ proficiency between the TBLT settingand the TTM setting
    • Differential effect of TBLT and TTM on learners’ specific language skills
    • Listening
    • Speaking
    • Reading
    • Writing
    • Discussion
  • Conclusions
  • Acknowledgements
  • References
Published online: 17 August 2020
DOI logo
https://doi.org/10.1075/itl.16022.ngu
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