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Article published In:
Language Teaching for Young Learners
Vol. 3:1 (2021) ► pp.137–158
Practitioner Research Article

A case study of one teacher’s introduction to task-based language teaching

Insights for the development of a professional development programme

| Universitas Negeri Medan, Indonesia
| Curtin University, Australia
This article reports a practitioner research study where one of the authors worked with an Indonesian secondary school teacher to help her introduce task-based language teaching into her own classroom. We report a study involving classroom observation, interviews, and a reflective journal and show that the teacher was able to develop a good understanding of TBLT principles, construct well-structured lessons around tasks, and, in the main, to implement TBLT effectively. We also found that there was also a generally positive response to TBLT from the students and pre- and post- tests provided evidence of language learning. However, we also observed that while the teacher was able to adopt the role of facilitator, she still sometimes continued to behave as a traditional instructor, dominating the interactions through display questions and nominating students. We conducted this case study as part of our work as teacher educators and conclude with a list of the insights we gained can inform professional development programmes for TBLT in Indonesia.
Keywords: task-based language teaching, challenges facing teachers, a teacher’s first steps with TBLT, onsite coaching, insights for teacher preparation programmes
Article outline
  • 1.Introduction
  • 2.Challenges facing teachers in implementing TBLT
  • 3.Professional development for TBLT
  • 4.The case study
    • 4.1Instructional context
    • 4.2Participants
    • 4.3Design
    • 4.4Materials and instruments
      • 4.4.1Task-based materials
      • 4.4.2Tests
      • 4.4.3Interviews
      • 4.4.4Student questionnaire
      • 4.4.5Lesson observations
      • 4.4.6Reflective journal
    • 4.5Data analysis
  • 5.Main findings
    • Research question 1
    • Research question 2
    • Research question 3
    • Research question 4
  • 6.Discussion
  • 7.Conclusion
    • 7.1The importance of demonstrating appropriate use of the L1
    • 7.2The need for input-based tasks with low-proficiency learners
    • 7.3Ensuring that teachers have a clear understanding of what a task is
    • 7.4Providing teachers with examples of what behaviours are compatible with the role of ‘facilitator’
    • 7.5The need to help students to negotiate for meaning
    • 7.6Designing task-based lessons for mixed ability classes
  • Acknowledgements
  • Notes
  • References
Published online: 16 April 2021
DOI logo
https://doi.org/10.1075/ltyl.00020.ell
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