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.
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Do, Hieu Manh
2023. An Analysis of EFL Students’ Writing Needs: Considerations for Writing Task-Based Course Design. rEFLections 30:2 ► pp. 203 ff.
Tigchelaar, Magda, Virginia David, Amira Eldemerdash, Selena Protacio & Susan Piazza
2023. K-12 content teachers designing language tasks: A follow-up to Erlam, 2016. Language Teaching Research► pp. 136216882211484 ff.
Xu, Chunjing & Yaxiang Fan
2022. Research on the Use of Task-Based Language Teaching Method in English Language Teaching Based on Big Data 5G IoT Scenario. Journal of Sensors 2022 ► pp. 1 ff.
Zhang, Weiwei & Lawrence Jun Zhang
2022. Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation. System 111 ► pp. 102951 ff.
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