Cover not available
Article published In:
TASK
Vol. 3:2 (2023) ► pp.305–335

Chinese EFL teachers’ understandings and implementation of task-based language teaching

A multiple case study

| UCL (University College London) , UK
ORCID logo | UCL (University College London) , UK

Across China, English language teaching curricula have advocated for task-based language teaching (TBLT) for more than 20 years. Yet, there is reason to believe that practice varies widely. As such, this multiple case study sheds light on two Chinese teachers’ understandings and implementation of TBLT in a public primary school in Chongqing, southwest China. Data collection consisted of eight semi-structured interviews and eight classroom observations. Data were analyzed using qualitative content analysis. The analysis indicated that the teachers had basic understandings of TBLT, but their teaching was incongruent with its principles. Few tasks were observed in their lessons. Three main factors affected the teachers’ implementation of TBLT: (1) classroom management issues; (2) preparation and teaching resources; and (3) the teachers’ own tacit reluctance.

Keywords: TBLT, theory-to-practice, case study, qualitative content analysis, ELT China
Article outline
  • Introduction
  • Literature review
    • The development of TBLT
    • The notion of a ‘task’
    • Uptake of ELT curriculum innovation in the Chinese EFL context
    • Similar TBLT research in Hong Kong
    • Similar TBLT research in mainland China
    • Similar TBLT research in less-developed cities in China
  • Methods
    • Research design
    • Research setting
    • Participants
    • Data collection
    • Classroom observations
    • Interviews
    • Data analysis
  • Findings and discussion
    • RQ1: Task implementation in observed classes
      • Jiadong’s classes
      • Xiaoyu’s classes
    • RQ2: Understandings of TBLT and tasks
      • General understandings of TBLT
      • Tasks should be feasible and effective
      • Tasks should involve communication and problem solving
      • Tasks should be authentic
      • Tasks should not be limited in language form
    • RQ3: Three main factors affecting TBLT implementation
      • Classroom management
      • Preparation and teaching resources
      • Teachers’ tacit reluctance to implement TBLT
  • Concluding discussion
  • References
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

Published online: 11 March 2024
DOI logo
https://doi.org/10.1075/task.22015.li
References
An, J., & Thomas, N.
(2021) Students’ beliefs about the role of interaction for science learning and language learning in EMI science classes: Evidence from high schools in China. Linguistics and Education, 65 1, 100972. DOI logoGoogle Scholar
Borg, S.
(1998) Data-based teacher development. ELT Journal, 52 1, 273–281. DOI logoGoogle Scholar
Bruton, A.
(2005) Task-based language teaching: For the state secondary FL classroom? Language Learning Journal, 31 (1), 55–68. DOI logoGoogle Scholar
Bryfonski, L.
(2021) From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives. Language Teaching Research. DOI logoGoogle Scholar
Butler, Y.
(2011) The implementation of communicative and Task-Based Language Teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31 1, 36–57. DOI logoGoogle Scholar
(2015) English language education among young learners in East Asia: A review of current research (2004–2014). Language Teaching, 48 (3), 303–342. DOI logoGoogle Scholar
Bygate, M., Skehan, P., & Swain, M.
(Eds.) (2001) Researching pedagogic tasks: Second language learning, teaching and testing. Longman.Google Scholar
Byrne, D.
(1986) Teaching oral English (new ed.). Longman.Google Scholar
Byrnes, H.
(2015) Linking ‘tasks’ and curricular thinking: An affirmation of the TBLT educational agenda. In M. Bygate (Ed.), Domains and directions in the development of TBLT (pp. 193–224). John Benjamins. DOI logoGoogle Scholar
Cameron, L.
(2001) Teaching languages to young learners. Cambridge University Press. DOI logoGoogle Scholar
Candlin, C.
(1987) Towards task-based language learning. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 5–22). London: Prentice Hall.Google Scholar
Carless, D.
(1999) Factors affecting classroom implementation: Task-based curriculum renewal in Hong Kong. International Journal of Educational Reform, 8 (4), 374–382. DOI logoGoogle Scholar
(2002) Implementing task-based learning with young learners. ELT Journal, 56 (4), 389–396. DOI logoGoogle Scholar
(2003) Factors in the implementation of task-based teaching in primary schools. System, 31 (4), 485–500. DOI logoGoogle Scholar
(2004) Issues in teachers’ re-interpretation of a task-based innovation in primary schools. TESOL Quarterly, 38 (4), 639–662. DOI logoGoogle Scholar
(2007) The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35 (4), 595–608. DOI logoGoogle Scholar
(2009) Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19 1, 49–66.Google Scholar
Chen, Q., & Wright, C.
(2017) Contextualization and authenticity in TBLT: Voices from Chinese classrooms. Language Teaching Research, 21 (4), 517–538. DOI logoGoogle Scholar
Cheng, V. M. Y.
(2010) Tensions and dilemmas of teachers in creativity reform in a Chinese context. Thinking Skills and Creativity, 5 (3), 120–137. DOI logoGoogle Scholar
Ciornei, S. I., & Dina, T. A.
(2015) Authentic texts in teaching English. Procedia-Social and Behavioral Sciences, 180 1, 274–279. DOI logoGoogle Scholar
Deng, C., & Carless, D. R.
(2009) The communicativeness of activities in a task-based innovation in Guangdong, China. Asian Journal of English Language teaching, 19 1, 113–134.Google Scholar
(2010) Examination preparation or effective teaching: Conflicting priorities in the implementation of a pedagogic innovation. Language Assessment Quarterly, 7 (4), 285–302. DOI logoGoogle Scholar
Doughty, C., & Pica, T.
(1986) “Information gap” tasks: Do they facilitate second language acquisition? TESOL Quarterly, 20 1, 305–325. DOI logoGoogle Scholar
Ellis, R.
(2003) Task-based language learning and teaching. Oxford University Press.Google Scholar
(2010) Second language acquisition and language teaching materials. In N. Harwood (Ed.), English language teaching materials: Theory and practice (pp. 33–57). Cambridge University Press.Google Scholar
(2013) Task-based language teaching: responding to the critics. University of Sydney Papers in TESOL, 8 1, 1–27.Google Scholar
(2017) Task-based language teaching. In S. Loewen & M. Sato (Ed.), The Routledge handbook of instructed second language acquisition (pp. 108–125). Routledge. DOI logoGoogle Scholar
(2021) Options in a task-based language-teaching curriculum: An educational perspective. TASK: Journal on Task-Based Language Teaching and Learning, 1 (1), 11–46. DOI logoGoogle Scholar
Ellis, R., & Shintani, N.
(2014) Exploring language pedagogy through second language acquisition research. Routledge.Google Scholar
Erlam, R.
(2016) ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 20 1, 279–299. DOI logoGoogle Scholar
Farrell, T. S.
(2015) Reflective language teaching: From research to practice. Bloomsbury.Google Scholar
González-Lloret, M., & Ortega, L.
(Eds.) (2014) Technology-mediated TBLT: Researching technology and tasks. John Benjamins. DOI logoGoogle Scholar
Harmer, J.
(2015) The practice of English language teaching (5th ed). Pearson Education.Google Scholar
Howatt, A. P. R.
(1984) A history of English language teaching. Oxford University Press.Google Scholar
Hu, G. W.
(2002) Potential cultural resistance to pedagogical imports: The case of CLT in China. Language, Culture and Curriculum, 15 (2), 93–105. DOI logoGoogle Scholar
(2005a) Contextual influences on instructional practices: A Chinese case for an ecological approach to ELT. TESOL Quarterly, 39 (4), 635–660. DOI logoGoogle Scholar
(2005b) English language education in China: Policies, progress, and problems. Language Policy, 4 (1), 5–24. DOI logoGoogle Scholar
Jin, L., & Cortazzi, M.
(2002) English language teaching in China: A bridge to the future. Asia Pacific Journal of Education, 22 (2), 53–64. DOI logoGoogle Scholar
Kessler, M., Solheim, I., & Zhao, M.
(2021) Can task-based language teaching be “authentic” in foreign language contexts? Exploring the case of China. TESOL Journal, 12 (1), e00534. DOI logoGoogle Scholar
Kramsch, C., & Sullivan, P.
(1996) Appropriate pedagogy. ELT Journal, 50 (3), 199–212. DOI logoGoogle Scholar
Li, D.
(1998) “It’s always more difficult than you plan and imagine”: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32 (4), 677–703. DOI logoGoogle Scholar
Littlewood, W.
(2004) The task-based approach: Some questions and suggestions. ELT Journal, 58 (4), 319–326. DOI logoGoogle Scholar
(2007) Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40 (2), 243–249. DOI logoGoogle Scholar
(2011) Communicative langage teaching: An expanding concept for a changing world. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 21, pp. 541–557). Routledge.Google Scholar
Liu, S., & Onwuegbuzie, A. J.
(2012) Chinese teachers’ work stress and their turnover intention. International Journal of Educational Research, 53 1, 160–170. DOI logoGoogle Scholar
Loewen, S., & Sato, M.
(2021) Exploring the relationship between TBLT and ISLA. TASK: Journal on Task-Based Language Teaching and Learning, 1 (1), 47–70. DOI logoGoogle Scholar
Long, M.
(2015) Second language acquisition and task-based language teaching. Wiley-Blackwell.Google Scholar
Mackey, A., & Gass, S.
(2015) Second language research: Methodology and design. Routledge. DOI logoGoogle Scholar
Ministry of Education
(2001) National English curriculum standards for nine-year compulsory education and senior high school education. People’s Education Press.Google Scholar
(2011) National English curriculum standards for nine-year compulsory education and senior high school education. People’s Education Press.Google Scholar
Oliver, R., & Bogachenko, T.
(2018) Teacher perceptions and use of tasks in school. In V. Samuda, K. Van den Branden, & M. Bygate (Eds.), TBLT as a Researched Pedagogy. (pp. 72–95). John Benjamins. DOI logoGoogle Scholar
Olney, A., Risko, E. F., D’Mello, S. K., & Graesser, A. C.
(2015) Attention in educational contexts: The role of the learning task in guiding attention. In J. Fawcett, E. F. Risko, & A. Kingstone (Eds.), The handbook of attention (pp. 623–642). The MIT Press.Google Scholar
Pun, J., Thomas, N., & Bowen, N. E. J. A.
(2022) Questioning the sustainability of English-medium instruction policy in science classrooms: Teachers’ and students’ experiences at a Hong Kong secondary school. Sustainability, 14 (2), 2168. DOI logoGoogle Scholar
Rose, H., McKinley, J., & Briggs Baffoe-Djan, J.
(2020) Data collection research methods in applied linguistics. Bloomsbury.Google Scholar
Samuda, V., & Bygate, M.
(2008) Tasks in second language learning. Palgrave Macmillan. DOI logoGoogle Scholar
Selvi, A. F.
(2020) Qualitative content analysis. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 440–452). Routledge.Google Scholar
Skehan, P.
(1998) A cognitive approach to language learning. Oxford University Press.Google Scholar
(2003) Task based instruction. Language Teaching, 36 (1), 1–14. DOI logoGoogle Scholar
Solares-Altamirano, M.
(2020) Teachers’ responses to an online course on task-based language teaching in Mexico. In C. Lambert & R. Oliver (Eds.), Using tasks in second language teaching: Practice in diverse contexts (pp. 193–214). Multilingual Matters.Google Scholar
Spada, N.
(2007) Communicative language teaching: Current status and future prospects. In J. Cummins & C. Davis (Eds.), The international handbook of English (pp. 271–288). Springer.Google Scholar
Stern, J.
(1992) Task’s role in learning (2nd ed.). Cambridge University Press.Google Scholar
Swan, M.
(2005) Legislation by hypothesis: The case of task-based instruction. Applied Linguistics, 26 (3), 376–401. DOI logoGoogle Scholar
Thomas, N., & Brereton, P.
(2019) Practitioners respond to Michael Swan’s ‘Applied linguistics: A consumer’s view’. Language Teaching, 52 (2), 275–278. DOI logoGoogle Scholar
Thornbury, S.
(1999) How to teach grammar. Pearson Education.Google Scholar
Van den Branden, K., & Van Gorp, K.
(2021) Introducing TASK: Editors’ preface to the first edition of TASK. TASK: Journal on Task-Based Language Teaching and Learning, 1 (1), 1–10. DOI logoGoogle Scholar
Wang, Q.
(2007) The National Curriculum changes and their effects on English language teaching in the People’s Republic of China. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 87–105). Springer Science & Business. DOI logoGoogle Scholar
Widdowson, H. G.
(2003) Defining issues in English language teaching. Oxford University Press.Google Scholar
Willis, J.
(1996) A framework for task-based learning. Longman.Google Scholar
Young, M. S., Robinson, S., & Alberts, P.
(2009) Students pay attention! Combating the vigilance decrement to improve learning during lectures. Active Learning in Higher Education, 10 (1), 44–55. DOI logoGoogle Scholar
Zhang, Y. E.
(2005) The implementation of the task-based approach in primary school English language teaching in mainland China (Unpublished doctoral dissertation). University of Hong Kong, Hong Kong, China. DOI logo
Zhang, Y., & Yu, Y.
(2007) Causes for burnout among secondary and elementary school teachers and preventive strategies. Chinese Education & Society, 40 (5), 78–85. DOI logoGoogle Scholar
Zheng, X., & Adamson, B.
(2003) The pedagogy of a secondary school teacher of English in the People’s Republic of China: Changing the stereotypes. RELC Journal, 34 1, 323–337. DOI logoGoogle Scholar
Zheng, X., & Borg, S.
(2014) Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language Teaching Research, 18 (2), 205–221. DOI logoGoogle Scholar
Zheng, X., & Davison, C.
(2008) Changing pedagogy: Analyzing ELT teachers in China. Bloomsbury. DOI logoGoogle Scholar